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This article examines how the 'teacher quality' agenda, evident in the globalised discourse on education policy, constructs changes to teachers' work and teacher education. We undertake a critical policy analysis of two reports from the Organisation for Economic Cooperation and Development (OECD), addressing three issues. First, we discuss the global and national context in which 'teacher quality' policies have emerged. We examine implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality. We link our analysis to a recent government inquiry into the teaching profession in Australia, looking specifically at the impact of the teacher quality discourse on teacher education. The OECD documents constrain what is perceived as acceptable curriculum, pedagogy and evaluation in teacher education. We argue, with others, that changes in response to the teacher quality discourse are narrowing what it means to undertake quality teaching work, especially in contexts of disadvantage.

The emergence of 'post-truth' is often associated with the rise of conspiracy theories and the lack of trust in scientific knowledge. This article attempts to theorise the complex division of labour in this regime of 'post-truth', with reference to the COVID-19 pandemic/infodemic. First, we argue that the 'post-truth' condition mirrors what Foucault called the 'will to truth', and that this challenges the procedures and systems by which truth and knowledge are ordered. Second, through Basil Bernstein's extension of Foucault's work, we argue that the era of post-truth has two features regarding the condition of knowledge: (1) that conflicts in the field of knowledge recontextualisation, that is, the pedagogisation of knowledge, are becoming more intense and visible, and (2) that greater exposure to high-stakes, uncertain scientific knowledge, which grows at exponential rate, increases social anxieties and leads to biopoliticisation of neoliberal responsibilisation.

While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated through yarning, photo-yarning and testimonios, methods often deployed in Indigenous and mestiza feminist research. Basil Bernstein's theoretical work on pedagogic rights and democratic formations, initially developed in Chile, was used to analyse the data. Teacher activists argued that their collective struggles over what constitutes the public of public education, has interrupted the neoliberal agenda. However, battles over public education, its purposes, who should it serve, remain ongoing. New ways of privatising education are being enacted in Chile that are harder to resist, challenge and change.

This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers' beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers' professional identities is presented in order to analyse how EIL teachers determine which particular responsibilities constitute professional teachers. This study investigates reports from five teachers working in four privately-funded Islamic schools regarding their professional responsibilities as they recontextualise Indonesia's competency-based curriculum and values education policies in their EIL classes. The findings suggest that the teachers consider their professional identity to be more focused on that of caregiver and moral guardian rather than as an English teacher. It also demonstrates that teachers' professional identity informs teachers' hopes/ambition for their students' futures or teachers' "imagined student identity."

The editors of APJTE invited a group of teacher education scholars to have a conversation about what is 'missing' from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal before; to have a conversation about what's (been) missing from the journal and/ or perhaps from teacher education scholarship more generally; what's been excluded and why, and what that tells us about the current state of the field, and the future perhaps.

In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this 'putting into practice'. Democracy, we argue, has to be practiced in two senses: (1) it does not 'exist' but has to be continually renewed and brought to life between people, as such it is precarious and fleeting; (2) one might become better at democracy by trying to 'do it' more often and that education is where this 'trying' might occur. We draw on Rancière's work on democracy that focusses on democratic acts or moments; on the 'fracturing' of sense (what is sayable, seeable, thinkable) -- when people whose only part (including in education) is none, take one. A process of 'becoming public', we suggest, is instituted in these events. To this end, our proposal for public education is adversarial to contemporary formations of education. Conceptualising public education in this way shows that it is rare, and becoming rarer.

This is a conceptual article arising from, and grounded in, research with a government-funded primary school serving high-poverty communities in Queensland, Australia. It is one response to the last 10 years of participatory research work led by the three authors of this article (the school principal and two academics). In this article, we write about three concepts that have emerged out of our joint work: (1) "communities-in-formation," (2) "emerging equalities," (3) "material participation." We discuss how and why we have undertaken this kind of partnership and conceptual research and offer some suggestions for others who are interested in undertaking similar work.

Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and trans-cultural within these policies. In this paper, we define these terms and advocate for a policy position which orients to a futurist definition of culture. We then review the work of Michael Singh and his research team at Western Sydney University who have responded to this rapid increase in Asian international student doctoral enrolments in Australian universities by developing pedagogic principles around notions of trans-language and trans-cultural practices. In the final section of the paper, we then draw on our own experiences of doctoral supervision in Australian universities to reflect on our positioning within the pedagogic principles around trans-language and trans-cultural practices.

This paper starts with an apparently provocative question--can we call the 2019 Water Revolution in Hong Kong a lesson of emancipatory education which awakens students' critical consciousness and brings the postcolonial regime into democratic renewal? The mass social unrest, which was initially triggered by a controversial extradition legislation, has prompted local journalism and political discourse to speak of 'the failure of education': an outmoded form of citizenship education, lack of Chinese History as a core subject, radicalisation in school, regression in science and technology education, to name just few examples of crisis talk. Our discussion explores this question through the philosophical lens of Jacques Rancière. In Rancière's understanding, 'emancipation' occurs in the ephemeral moments of subjectification in which individuals resist existing identity positions in the 'police' order, but speak on their own terms through 'dissensual' responses, under the supposition of 'equality' of 'intelligence'. Episodes of the movement may look defiant but are not the rare moments of 'dissensus' in which people are unshackled from the prevalent distribution of the sensible. An example from this movement that borders on what Rancière means by 'emancipation' is the redistribution of chemistry knowledge about tear gas on a social media platform, which is initiated and crowdfunded by a group of anonymous postgraduate science students and circulated by a chemistry tutor from a private tuition school.

The purpose of this paper is to introduce the special issue on poverty, schooling and research and to tease out and discuss some of the concepts that this kind of writing and research work provokes. We frame the issue, briefly introduce each paper and then discuss "keywords" in four sections: living/knowledge, justice/connection, weakness/education, and affect/anxiety.

In 2018 NAPLAN (National Assessment Program -- Literacy and Numeracy) reached a 10-year milestone. Introduced in 2008 by the Australian Curriculum, Assessment and Reporting Authority (ACARA), NAPLAN assesses student literacy and numeracy in Years 3, 5, 7 and 9. As a key education reform in Australia, NAPLAN has provoked critical debate across public, political and academic fora. This study synthesises themes emerging from a quantitative systematic review of NAPLAN-related literature to identify the main discourses that have emerged in response to this large-scale standardised assessment programme. The dominant discourses coalesce around 'datafication', 'social justice', 'affect and emotion', and 'accountability and performativity'. The stakes are high in these discursive struggles around NAPLAN as large-scale standardised testing is reconstituting the purposes of education, the professionalism and professional identities of educators, and affecting parents and students' engagement in schooling.

This paper examines how a new policy was enacted by teachers with different working conditions in Indonesia. The concept of curriculum enactment and an elaborated theoretical perspective for understanding teachers' professional judgement are presented to reveal whether teachers from different school sectors encounter dilemmas in curriculum reform and whether they display consistency in their patterns of resolving those dilemmas. The data reported in this study were obtained from transcripts of interviews and fieldnotes of classroom observations with nine teachers from state and private secondary schools in Indonesia. The results suggest that the two groups of teachers experienced different dilemmas and developed different resolutions. The paper concludes that the resolutions adopted by teachers reflected their attempts to 'act for the best'.

Parlo Singh is a leading contemporary sociologist of education and world-renowned "Bernstein" scholar. In this interview with Stephen Heimans, Parlo discusses important aspects of her teaching and research journey. She highlights the interconnections between these and discusses her relationship with Basil Bernstein's oeuvre and the work she has undertaken both that builds on and is separate from it.

Basil Bernstein wrote extensively about official educational knowledge, pedagogic recontextualisation and pedagogic identities. However, his theoretical oeuvre tended to focus on the textual rather than the affective aspects of policy recontextualisation. In addition, his work on the realisation of official pedagogic identity positions at the level of schooling institutions remained in an embryonic form, not fully developed. In this paper, I elaborate on the affective dimensions of policy recontextualisation by exploring institutional defences, namely teacher anxieties, produced by data-driven performativity. I draw on data from two research partnership projects undertaken with schools servicing vulnerable, high poverty communities in Australia to develop my ideas. Firstly, I explore how institutions develop defensive structures to deal with the anxieties of staff working with young children living in poverty. Secondly, I explore the affective dimensions of dealing with data-driven performativity policies by a school leadership team over the period of two research projects (2009-2016). I examine the professional anxieties induced by data performativity in the early days, and then explore how a research intervention re-circulated affects and enabled the staff to develop more ambivalent relations to data.

Bruno Latour famously asked, "Why has critique run out of steam?". In this paper we draw on his ideas to present some resources for "gathering"--for doing education policy research with others--which we term "critical-dissensual collaboration". We believe that our education policy research "critique from afar" may indeed have run out of steam and we make some proposals for doing critical research, but with (a diversity of) others. We offer resources for undertaking critical-dissensual, collaborative education policy research--where, as Law suggested, "realities are not secure but instead they have to be practised". This extends the conceptualisation of enactment that Stephen Ball and colleagues have made; from focusing on "how schools do policy" to how researchers and schools (re)do policy together. This article is part of our attempt to underpin this redoing of policy with a politics of dissensus and to develop alternative resources to those that enable a "god's eye view", as Haraway proposed, of policy research. In our capacity as critical education policy researchers we have collaborated as policy actors with others in schools, and this article arises from this work. We discuss what we term "starter" concepts as a contribution toward elucidating resources for a dissensual politics of "gathering" in critical collaborations.

This paper builds on feminist elaborations of Bernstein's code theory to engage in a series of thought experiments with interview data produced during a co-inquiry design-based research intervention project. It presents three accounts of thinking/writing with data. Our purpose in presenting three different accounts of interview data is to demonstrate the relation between theory and empirical data. In the first two accounts, interview data are interpreted and performed through the lens of theory. By contrast, in the third account attention is paid to the ways in which care is practised not only in terms of policy enactment, but also research enactment. Empirical data are not moulded to fit generalisable theoretical frameworks. Rather, empirical data push back on theoretical concepts in a collaborative thought experiment.

This article discusses "minor key research" and doing this kind of research as "response-ability". We explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on "how schools do policy", but also for how researchers do policy research with schools. A methodological question is raised here by us with respect to what researchers might "do" in schools and other policy locations (such as when working with bureaucrats or politicians). We also discuss our researcher responsibility with respect to such work, and we have attempted to respond to the questions: "Is there an alternative for the current regime of accountability? Are there ways to resist and intervene in the current culture of accountability?" In the first section, we focus on minor key research, and in the second section we discuss doing minor key research as "response-ability".

Researchers interested in new modes of social control and regulation through pedagogic means have increasingly drawn on Bernstein's theories of social control through pedagogic means and the emergence of a totally pedagogised society. This article explores this aspect of the Bernsteinian theoretical project by extrapolating and contrasting Foucault's and Bernstein's theories of power knowledge relations, pedagogic discourse and different types of knowledge structures. It elaborates on Bernstein's theory of the complex division of labour within the field of symbolic control, consisting of agents from different class factions engaged in conflicts and struggles over the production and recontextualisation of different types of scientific knowledge. The article provides two case studies of empirical research to illustrate how Bernstein's concepts can be used to theorise different modes of pedagogic governance. It demonstrates the possibilities of Bernstein's later theoretical oeuvre to studies of social reproduction, interruption and change in and through pedagogic relations.

The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a "Theory Workshop" (May 13-15, 2016) that the Australian Association for Educational Research facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for "opening up" discussion about the complex relations between theory and methods, and to show how these complex relations have been realised in our own, very different, researcher trajectories. It was a "contradictory-performance"--we conducted a dialogue, invited interruptions, meandered from the central issue of theory-method nexus, talked past one another, worked with a chaotic PowerPoint presentation (slides from which are included here) and so on. We wanted the talk to be messy and, in both its form and contents, to be an invitation to others to engage in similar ways during the weekend. We were also interested in connecting and disconnecting with some of the recent debates in education research, for example on experimental practices, performativity, new materiality, and post-qualitative research. Drawing on these debates and on our own research work, we wanted to create the space for considering our research in terms of their disjunctive "journeys" and in terms of the consequences (and therefore to think about the purposes of research, and relatedly the purposes of education) of this contradictory work. This article is a reworked version of this talk--but we have tried to keep its open "feel" in the hope of inviting other conversations about, and connections with and between, theory and methods.

While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated through yarning, photo-yarning and testimonios, methods often deployed in Indigenous and mestiza feminist research. Basil Bernstein's theoretical work on pedagogic rights and democratic formations, initially developed in Chile, was used to analyse the data. Teacher activists argued that their collective struggles over what constitutes the public of public education, has interrupted the neoliberal agenda. However, battles over public education, its purposes, who should it serve, remain ongoing. New ways of privatising education are being enacted in Chile that are harder to resist, challenge and change. [ABSTRACT FROM AUTHOR]

Enactment of policy on diversity and learning in Australian schools is evident in "diversity talk" in daily discourses of school teachers. From policy documents to daily staffroom conversations, there is extensive use in contemporary Western educational discourse of ethnolinguistic categories. The categorization of students to groups on the basis of cultural and linguistic attributes can potentially be counter-productive to school learning and broader practices of intercultural understanding. In this paper we critique policy-derived categorizations in Australia that encourage teachers' perceptions of themselves as outside, rather than as participants in, the dynamic interplay of variables that characterize contemporary society. We call for increased opportunities in teacher education and teacher professional development in the areas of cultural identity and shifting cultural ethnoscapes as a basis for contextually responsive and pedagogically viable enactment of procedures and practices mandated by current policy settings with the aim of students from ethnolinguistically diverse backgrounds achieving their potential as participants in the broader community.

This paper examines collaborative researcher-practitioner knowledge work around assessment data in culturally diverse, low socio-economic school communities in Queensland, Australia. Specifically, the paper draws on interview accounts about the work of a cohort of school-based researchers who acted as mediators bridging knowledge flows between a local university and a cluster of schools. We draw on the concept of recontextualisation to explore the processes of knowledge mediation in dialogues around student assessment data to design instructional innovations. We argue that critical policy studies need to explore the complex ways in which neoliberal education policies are enacted in local sites. Moreover, we suggest that an analysis of collaborative knowledge work designed to improve student learning outcomes in low socio-economic school communities necessitates attention to the principles regulating knowledge flows across boundaries. In addition, it necessitates attention to the ways in which mediators navigate dilemmatic spaces, anxieties and affects/feelings in order to generate innovative learning designs in the current global context of high-stakes national testing and accountability regimes.

Critical policy scholars have increasingly turned their attention to: (1) the work of policy actors engaged in globalised and globalising processes of policy formation, (2) the global flows or movements of education policies across multifaceted, hybrid networks of public-private agencies, and (3) the complex politics of global-national policy translation and enactment in local school contexts. Scholars have emphasised firstly, the economic turn in education reform policies, a shift from a social democratic education orientation and secondly, policy convergence towards a dominant neoliberal political agenda. This paper suggests that Bernstein's concepts of the totally pedagogised society (TPS) and the pedagogic device, as the ensemble of rules for the production, recontextualisation and evaluation of pedagogic discourses may add to this corpus of critical policy scholarship. It does this by firstly reviewing the take up of Bernstein's concept of the TPS in the critical policy sociology literature, arguing that this interpretation presents a largely dystopian account of globalising educational policies. In contrast, the paper argues for and presents an alternative open-ended reading and projection of Bernstein's concept of the TPS and pedagogic device for thinking about globalised processes and devices of the pedagogic communication of knowledge(s).

Background: Over the last 20 years, curriculum development in Health and Physical Education (HPE) (or Physical Education, Physical Education and Health, Sport Education as it is variously called) has repeatedly attempted to address issues of equity and social inclusion. Why then does systemic educational disadvantage persist, and why do the poorest members of society acquire less privileged and privileging forms of HPE knowledge, skills and bodily dispositions? What constitutes relevant and responsive HPE curriculum for which groups of students remains a site of considerable contestation. Purpose: At a time when significant changes are being suggested to HPE curricula with the development of the Australian (National) Curriculum (see http://consultation. australiancurriculum.edu.au/), this paper is an attempt to refocus the analysis of education for Indigenous students in Australia upon the power and control relations operating within schools, rather than external social relations, using principles of pedagogic discourse from the sociological theories of Basil. The paper contributes to the growing corpus of studies on the social relations within schooling which constitute HPE curriculum, and the possibilities for interrupting systemic social inequity through the redesign of school curriculum and pedagogy. Methods: Using critical ethnographic methodology, a single, intrinsic case study of a school in a Torres Strait Islander community in Australia was undertaken. Document collation, observation and researcher notes, and individual and focus group interviews with stakeholders, comprised the data collection methods. Stakeholders including female students (n = 13), teachers (n = 7), parents (n = 2), school administrators (n = 4), regional education staff (n = 2), community advisors in education and health (n = 2), and regional health professionals (n = 6) comprised the group of key informants and research participants. Discussion and Conclusion: Government policy initiatives have reinforced a dominant and persistently negative discourse about "educational disadvantage" when representing Aboriginal and Torres Strait Islander (Indigenous) students and educational outcomes. This paper challenges these negative discourses and focuses attention on the social relations within schooling which constitute the "what" and "how" of HPE curriculum, contributing to the large corpus of Bernsteinian studies of HPE curriculum which "look beneath the surface appearances of progress and innovation, to how inequities endure, despite rhetorical claims to the contrary that they have been eroded or have disappeared". It also reveals the important contribution that Indigenous communities and educators have made and continue to make to curriculum decision-making in HPE for Indigenous Australian students.

Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the "Asian century", and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs.

Recently, critical policy scholars have used the concepts of enactment, context and performativity as an analytic toolkit to illuminate the complex processes of the policy cycle, in particular, the ways in which a multitude of official education reform policies are taken up, challenged and/or resisted by actors in local, situation-specific practices. This set of theoretical tools are usually deployed to analyse interview data collected from a single school or cluster of schools to draw findings or conclusions about the complex processes of policy enactment. We aim to build on this critical policy studies work by, firstly, highlighting key aspects of these theoretical/methodological constructs, secondly, exploring the performative role of research in the materiality of specific contexts and, thirdly, theorising education policy research in terms of ontological politics. We ground this work in a recent collaborative enquiry research project undertaken in Queensland, Australia. This research project emerged in the Australian policy context of National Partnership Agreement policies which were designed to reform public or government-funded schools servicing low socio-economic communities, in order to improve student learning outcomes, specifically in literacy and numeracy as measured by high-stakes national testing.

This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers' beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers' professional identities is presented in order to analyse how EIL teachers determine which particular responsibilities constitute professional teachers. This study investigates reports from five teachers working in four privately-funded Islamic schools regarding their professional responsibilities as they recontextualise Indonesia's competency-based curriculum and values education policies in their EIL classes. The findings suggest that the teachers consider their professional identity to be more focused on that of caregiver and moral guardian rather than as an English teacher. It also demonstrates that teachers' professional identity informs teachers' hopes/ambition for their students' futures or teachers' imagined student identity. [ABSTRACT FROM AUTHOR]

The purpose of this article is to identify some key areas of the Australian curriculum that remain sites of struggle and contestation. We propose that there remain a number of contentious points in relation to the national curriculum. These points relate variously to the content and form of the curricular documents; assumptions about knowledge, learning, teaching and assessment; questions about the aims and rationale of these documents; and whether the documents deal with wider economic, cultural and technological changes. These points set the scene for a continuation of the conversation about the national curriculum and provide a framework for considering the issues raised in the remaining five articles in this Special Issue on the Australian curriculum.

This article extends Appadurai's notion of "scapes" to delineate what we see as "iScapes." We contend that iScapes captures the way online technologies shape interactions that invariably filter into offline contexts, giving shape and meaning to human actions and motivations. By drawing on research on high school students' online activities we examine the flow of iScapes they inhabit in the process of constructing identities and forming social relations.

This paper focuses on participatory research and how it can be understood and employed when researching children and youth. The aim of this paper is to provide a theoretically and empirically grounded discussion of participatory research methodologies with respect to investigating the dynamic and evolving phenomenon of young people growing up in networked societies. Initially, we review the nature of participatory research and how other researchers have endeavoured to involve young people (children and youth) in their research projects. Our review of these approaches aims to elucidate what we see as recurring and emerging issues with respect to the methodological design of involving young people as co-researchers. In the light of these issues and in keeping with our aim, we offer a case study of our own research project that seeks to understand the ways in which high-school students use new media and network ICT systems (Internet, mobile phone applications, social networking sites) to construct identities, form social relations, and engage in creative practices as part of their everyday lives. The article concludes by offering an assessment of our tripartite model of participatory research that may benefit other researchers who share a similar interest in youth and new media. (Contains 3 figures.)