Teacher Education Ministerial Advisory Group [TEMAG]. (2015).Action now: Classroom ready
teachers. Australian government response. Canberra: Australian Government.http://docs.
education.gov.au/system/files/doc/other/150212_agresponse-_final.pdf
Thrupp, M., & Lupton, R. (2006). Taking school contexts more seriously: The social justice
challenge.British Journal of Educational Studies, 54(3), 308–328.
Walker, J. (2014). Pyne eyes national direct instruction rollout.The Australian, July 2.http://www.
theaustralian.com.au/national-affairs/pyne-eyes-national-direct-instruction-rollout/story-
fn59niix-1226974451763
Author Biographies
Trevor Galeis Professor of Education Policy and Social Justice, Head of the School of Education
at The University of Glasgow and founding editor of Critical Studies in Education. He is a critical
sociologist of education, and draws on Bourdieu’s thinking tools to research issues of social justice
in schooling and higher education.
Stephen Parkeris a Research Fellow in Education Policy and Social Justice at the University of
Glasgow. His research interests include equity in access to higher education, policy analysis and
social justice in education, and utilises a range of social theory and philosophical approaches.
35 The Prevailing Logic of Teacher Education... 535