ABSTRACT
Intensifying economic inequality distorts societies and demands the attention of educators. If educational equality means anything, then every child has an entitlement to that education provided to the most advantaged members of any nation. Unfortunately, that is not the case in Australia or the UK. In fact, most children in Australia attend public schools that are now increasingly residualised, and they are taught by teachers who struggle with intensification, precariatisation and a loss of professional autonomy. The young people attend schools that exist within policy frames that strengthen the processes of social stratification. Socio-critical frameworks are crucial if pre-service teachers are to develop nuanced understandings of the complex contexts within which teaching and learning take place, and build analytical and practical toolboxes to disrupt injustice and design learning for inclusion. Acting on the Australian Qualifications Framework, teacher education at the Master's level in Australia has recently embedded research into programmes.
