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In this paper I critically examine the changing nature of teacher professionalism in relation to educational policy-making, specifically, the new national policy for values education in Australian schools, and a newly endorsed Cultural Understandings syllabus for teaching in New South Wales' secondary schools. I argue that these policy changes connect teachers' work to a broad citizenship agenda, where values formation is increasingly seen as a core responsibility of teachers, and intercultural education is proposed as a domestic strategy for social cohesion.

What is 'readiness to learn'? Two distinct, yet interrelated models dominate the 'readiness' literature. These are 'readiness to learn' and

In this article, I present an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). This analysis was part of a larger doctoral project (2000)(2001)(2002)(2003)(2004)(2005) in which I employed critical qualitative inquiry to compare and contrast the contribution that two subject teaching associations (science and history) make to the project of teacher professionalism in Australia. My aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association. In this article, I present findings from the case account of the HTANSW-an organization that operates locally as a professional teacher community and a representative organization for school-based history teachers. This case account details the manoeuvrings of an association that powerfully asserts an expansive role for history teachers as both contributors to, and critical commentators on, curriculum policy. In this article, I conceptualise the actions of this association as an enacted form of teacher professionalism. Drawing on study findings, I explicate my conception of professionalism as an enacted discourse of power and I show how this discourse is enacted in subject-specific ways.

The article presents the findings of an international literature review conducted to examine the factors that drive inter-country adoption rates within both sending and receiving countries. The authors then consider the implications of these findings for inter-country adoption policy reform in Australia. The evidence in the literature highlights a distinction between the factors that drive ICA in sending and receiving countries. Factors that drive the practice in sending countries relate to structural forms such as socio-economic and political conditions. In contrast, it is the growing demand for a child from infertile couples that drives the practice in receiving countries. The article then considers the challenges of domestic policy reform undertaken to increase numbers of inter-country adoptions in a context of global decline. K E Y W O R D Sadoption policy, inter-country adoption, international adoption | INTRODUCTIONThis article presents the findings of a literature review conducted to identify the factors that drive inter-country adoption (hereafter ICA) 1 rates in both sending and receiving countries, and examines the implications of these findings for Australian policymaking. 2