ABSTRACT
This analysis of Australian schooling relates international sociological research to the actual experiences of teachers in the classroom, and sets those experiences in the wider context of the Australian school system and of the socioeconomic conditions which shape children before they even enter school. From this basis of understanding, it shows how theory can be used to help teachers to reflect on and improve what they do in school. Approachably written, it will interest not only educationalists with a special interest in Australian and comparative education, but also all those who are interested in creating a better and fairer education system for all children.
