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Abstract The paper studies the rise of neuroscience in initial teacher education, paying attention to the relatively recent Australian Government (2023) report titled ‘Strong Beginnings’. In taking up a critical policy sociology lens, we focus on the first priority within the reforms, which is mandating brain science and the ‘brain and learning’ as core curriculum within initial teacher education. The reforms will embed standardised curriculum into initial teacher education and tie this curriculum to graduate teacher standards, bracketed within prescribed texts, ideologies and agendas. The reforms are positioned within the ‘what works’ movement, increasing accreditation and certain types of evidence, and the role and authority of intermediary organisations, including the Australian Institute for Teaching and School Leadership (AITSL). It promotes research that has been paid for by the think tank Centre for Independent Studies and aligned with the Australian Education Research Organisation and Education Endowment Foundation. In this paper, we endeavour to highlight how the singular and narrow focus on brain-based approaches is not only reductionist, but also potentially generative of oppressive technologies. The mandating of standardised curriculum and brain science undermines educators, including initial teacher educators, and bolsters private interests in education. The standardisation of core curriculum, which will be tied to accreditation processes and graduate teacher standards, is underpinned by a punitive-accountability based approach. Furthermore, whilst it is less visible, these reforms contain brain science tropes redolent of eugenics and deficit framings of low socio-economic status students.
Skourdoumbis et al. (Tue,) studied this question.