Abstract
In this paper I critically examine the changing nature of teacher professionalism in relation to educational policy-making, specifically, the new national policy for values education in Australian schools, and a newly endorsedCultural Understandings syllabus for teaching in New South Wales' secondary schools. I argue that these policy changes connect teachers' work to a broad citizenship agenda, where values formation is increasingly seen as a core responsibility of teachers, and intercultural education is proposed as a domestic strategy for social cohesion.
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Hilferty, F. Teacher professionalism and cultural diversity: Skills, knowledge and values for a changing Australia. Aust. Educ. Res. 35, 53–70 (2008). https://doi.org/10.1007/BF03246289
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DOI: https://doi.org/10.1007/BF03246289