When ‘picking the right people’ is not enough: A Bourdieuian analysis of social justice and dispositional change in pre-service teachers

Teacher educators across the world face a daunting task: preparing predominantly White, middle class, pre-service teachers to be effective educators of diverse students. With predispositions arguably more powerful socialising influences than pre-service education (Lortie, 1975), selective recruitment has been advocated: ‘picking the right people’ rather than trying to ‘change the wrong ones’ (Haberman, 1991a). This article focuses on changes over time in dispositions towards social justice in two of ‘the right people’. Drawing on Bourdieu, it analyses tensions between the habitus of Australian secondary pre-service teachers and the field of schooling practices. It argues for the arrangement of practicum placements (i) with supervising teachers with recognitive dispositions towards social justice; and (ii) that facilitate engagement with students from diverse backgrounds.

► ‘Picking the right people’ for pre-service teacher education is not enough. ► Even if ‘the right people’ are selected, socially just dispositions can change. ► The same habitus can lead to different practices depending on the field. ► Practicum placements should be supervised by teachers with particular dispositions. ► Practicum placements should facilitate engagement with diverse student populations.