The construction and practices of a primary teacher education program for social justice

Abstract

This introductory paper aims to outline the processes, decisions and literature associated with the construction of the primary teacher education program at Griffith University, Gold Coast. Through early analysis of staff and student interviews related to courses completed in the new program we will make comparison between the intended and enacted curriculum with respects to social justice. Some of the broader issues stemming from such a program philosophy will be outlined as an introduction to the more specific issues taken up in following papers.