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School-university partnerships are complex, entangled and layered. As renewal of initial teacher education is at the forefront, understanding how we approach partnerships is imperative. This paper draws on reflective narratives of a school leader and initial teacher education staff involved in setting up a school-university partnership program. We identify the use of 'meshworks', that is complex and layered weaving of ideas or lines (Ingold, 2011; 2015; 2017)specifically the lines of 'partnership', 'partnership understanding', 'involvement', 'supporting pre-service teachers', 'noticing of pre-service teachers', and 'impact'. The analysis of the findings illuminate benefits from co-design and vision, while demonstrating how a call to action from Australian Institute for Teaching and School Leadership (AITSL) can illuminate how working closely together can support the development of pre-service teachers. We conclude by suggesting that future teacher quality is dependent upon the strength of the intersections of these school-university partnerships.

Neo-liberalism continues to expand its grip on education, despite fierce opposition. As an economic and political hegemony, neo-liberalism silences alternative viewpoints and neutralises resistance. Using an example of integrating Australian Indigenous pedagogy in early childhood initial teacher education, this article puts forward a typology for examining and evaluating various forms of resistant and counter-hegemonic endeavours. Taking a Gramscian perspective of hegemonic struggles as multifaceted and dynamic, the proposed model comprises three levels: practical, critical and political. Neo-liberalism has intricate linkages to the colonial past. The current domination of Northern theory expounds knowledge primarily from the industrial West in the Global North. In contrast, Indigenous knowledge from the marginalised Global South is envisioned as a counter-hegemonic force. Within this context, the authors illustrate how the proposed model could be used to evaluate resistant practices in the case of practising Australian Indigenous pedagogies of dadirri and yarning circles in early childhood initial teacher education.