Researcher Profile

Professor Bruce Burnett

Faculty of Education and Arts, School of Education

Areas of expertise: educational disadvantage; poverty; Initial Teacher Education; social justice

HDR Supervisor accreditation status: Full

ORCID ID: 0000-0002-1664-3516

Phone: +61 7 3861 6285

Email: Bruce.Burnett@acu.edu.au

Location: ACU Brisbane Campus

Professor Bruce Burnett's teaching and research extend across the area of sociology of education with a particular interest in critical social justice issues within teacher education and the high poverty schooling sector. Bruce was a co-founder of the National Exceptional Teachers for Disadvantaged Schools (NETDS) program which expanded across 8 Australian universities. His research experience includes lead roles on an ARC Linkage grant and European Commission Horizon 2020 grant targeting equity and access in low SES school settings. In addition, Bruce has led an Australian Council of Deans of Education/More Aboriginal and Torres Strait Islander Teachers Initiative research project and is regularly invited to collaborate nationally and internationally on research associated with teacher education within high poverty contexts. Recent publications include a Springer publication 'Teacher Education for High Poverty Schools' and an NETDS Special Issue of the Australian Journal of Teacher Education.

Select publications

2019

• Burnett, B., Lampert, J. (2019). The Australian national exceptional teaching for disadvantaged schools programme: a reflection on its first 8 years. Journal of Education for Teaching, 45(1), 31-46.
• Lampert, J., Ball, A., Garcia-Carrion, R. & Burnett, B. (2019). Poverty and schooling: three cases from Australia, the United States, and Spain, Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2019.1602863
  

2018

• Lampert, J., Burnett, B. (2018). Teacher Education for high poverty schools in Australia: Editorial Forward. Australian Journal of Teacher Education.
• Scholes, L., Lampert, J., Burnett, B., Comber, B. & Hoff, L. (2018). The Politics of Quality Teacher Discourses: Implications for Pre-service Teachers in High Poverty Schools. Australian Journal of Teacher Education.
  

2017

• Lampert, J, Burnett, B., Comber, B., Ferguson, A., Barnes, N., (2017). ‘It’s not about punitive’: Exploring how early career teachers in high poverty schools respond to critical incidents". Critical Studies in Education.
• Burnett, B., Lampert, J., Armitage, C. & Mollenhauer, N. (2017). ICT in adolescence: Using technology to re-engage vulnerable students. In Saggers, B. (Ed.) Developing Positive Classroom Learning Environments. Allen & Unwin, Brisbane.
• Lampert, J. Burnett B., Scholes, L., Comber, B., Ferguson, A. (2017). The Politics of Quality Teacher Discourses and Implications for Teachers in High Poverty Schools. In Sawyer, Wayne. & Gannon, Susanne (Eds.) Resisting Educational Inequality. Routledge, Sydney.
• Burnett, B., & Lampert, J. (2017 – 2nd Edition in press) Destabilising privilege: Disrupting deficit thinking in White pre-service teachers on field experience in culturally diverse, high poverty schools. In T. Ferfolja, J. Ullman, & C. Jones Diaz (Eds.), Understanding Sociological Theory and Pedagogical Practices. Port Melbourne, Victoria: Cambridge University Press.

2016

• Lampert, J., Burnett, B., & Lebhers, S. (2016). ‘More like the kids than the other teachers’: One working class pre-service teacher’s Experiences in a middle-class profession. Teaching and Teacher Education, 58 (1), 35-42.
  

2015

• Lampert, J & Burnett, B. (Eds.). (2015). Teacher Education for High Poverty Schools. Education, Equity, Economy. New York: Springer International Publishing.
• Burnett, B. & Lampert, J. (2015). Teacher Education for High Poverty Schools in Australia: The National Exceptional Teachers for Disadvantaged Schools Program. In J. Lampert & B. Burnett (Eds.), Teacher Education for High Poverty Schools. (pp. 73-94). New York: Springer International Publishing.
• Lampert, J., Burnett, B, & Morse, K. (2015). Destabilising privilege: Disrupting deficit thinking in White pre-service teachers on field experience in culturally diverse, high poverty schools. In T. Ferfolja, J. Ullman, & C. Jones Diaz (Eds.), Understanding Sociological Theory and Pedagogical Practices. Port Melbourne, Victoria: Cambridge University Press.
• Burnett, B. & Lampert, J. (2015). Re-thinking Teacher Quality in High-Poverty Schools in Australia. In W. Pink & G. Noblit (Eds.), Education, Equity, Economy (pp.51-72). New York: Springer International Publishing.
• Lampert, J. & Burnett, B. (2015). Introduction. In J. Lampert, & B. Burnett (Eds.), Teacher Education for High Poverty Schools (pp. 1-9). New York: Springer International Publishing.

Projects

• 2021: Initiatives to prepare and supply a workforce for hard-to-staff schools: 20 years of initiatives addressing workforce shortages in hard-to-staff schools (CAT 2. Contract Research - Federal Department of Education, Skills and Employment - $79,728)
• 2018-2021: National Exceptional Teaching for Disadvantaged Schools (Cat 3. Origin Foundation - $100,000)
• 2015-2018: Exceptional teachers for disadvantaged schools: A longitudinal study of graduates at work in low socio-economic status schools (Cat 1-ARC Linkage - $350,541)
• 2013-2017: Expansion of National Exceptional Teachers for Disadvantaged Schools Program (Cat 3. Origin Foundation $2,000, 000)
• 2015-2016: Expansion of National Exceptional Teachers for Disadvantaged Schools Program (Cat 3. Vincent Fairfax Family Foundation - $199,622)
• 2016-2017: Expansion of National Exceptional Teachers for Disadvantaged Schools Program (Cat 3. Eureka Benevolant Foundation - $200,000)
• 2014-2018: Overcoming Inequalities in Schools and Learning Communities: Innovative Education for a New Century (Cat 2. European Commission Horizon 2020 - Marie SkŁodowska-Curie RISE Exchange - 391.500,00 € = approx. $579,643 AUD).

Accolades and awards

• 2016: Australian Financial Review Higher Education Award (Winner: Community Engagement)
• 2015: OLT Australian Award for University Teaching (Winner: Program Award)
• 2015: Australian Financial Review Higher Education Award (Finalist)
• 2014: Australian Business/Higher Education Round Table Award 2014: Outstanding Philanthropic Support within Higher Education (Awarded jointly with the Origin Foundation)
• 2013: Australian Institute of Teaching and School Leadership (AITSL): Excellence in Teaching and School Leadership in Australia Award

Editorial roles

• Oxford Research Encyclopaedia of Education: Senior Editor of ORE Encyclopaedia of Global Perspectives on Teacher Education
• Australian Journal of Teacher Education (AJTE): Guest Editor - Special issue on teacher education for high poverty schools
• International Society for the Scholarship of Teaching & Learning (ISSOTL): Editorial Board

Grant agency review panel

• Australian Research Council Assessor/Reviewer