ABSTRACT
In this commentary chapter, Forster reflects on the themes of ethical and quality teaching practice in Scandinavia, highlighting their relation and entanglement in conceptions of good teaching. The chapter offers an additional perspective to this dialogue about ethics and quality in the classroom by reporting on a case study set in a low-income Australian school whose multicultural diversity profile is changing. In this school, readers will see how its teachers and English language support teachers are grappling with some of the practical challenges arising from a steep influx in students of refugee backgrounds, whose educational needs are stretching teachers’ classroom expertise and their professional relationships to expose differences of ethics and values. In what follows, the commentary chapter connects Scandinavian and Australian insights in order to pluralize, rather than standardize, conceptions of good teaching.
