Abstract:
Quality teaching and teacher learning are centre stage on the current Australian schooling agenda. In the mix is a preoccupation with issues of professional standards and accountability, although there is some recognition of new times ushered in by rapidly changing economic, social and cultural conditions. Conversations in policy documents that champion these matters are informed by various discourses of human, social and cultural capital. However proposals to address these issues require that attention also be paid to the twin realities of power/knowledge positions and stances that enable practitioners to address future challenges. In short, border crossing approaches that link conceptual and contextual fields are required to assist learners to ask questions of themselves and others in order to build capacities to deal with new futures. Learners positioned in this way build capacities to shape new narratives that promote the development of new citizens and new social fields.