Abstract

This article examines teacher education’s role in preparing teachers in Australia and New Zealand to take account of multiple and diverse cultural, social and historical experiences of the children they teach. It draws on a study of early career teachers, which explored their experiences and reflections in negotiating policy and practice discourses infused with an equity agenda. In particular, the discussion here focuses on responses to policies, social/cultural history and professional practice, and what needs to happen in teacher education, if we are to address significant discrepancies between the educational experience and achievement of indigenous and non-indigenous people.