000 | 02177cam a22004218i 4500 | ||
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001 | a804535 | ||
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925 | 0 |
_aacquire _b1 shelf copy _xpolicy default |
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930 | _a804535 | ||
931 | _aa804535 | ||
955 | _wxm09 2021-06-10 (TW situational) | ||
008 | 210609s2022 nyu b 001 0 eng | ||
010 | _a 2021020153 | ||
072 | _aSHS | ||
020 |
_a9781032116914 _q(paperback) |
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040 |
_aDLC _beng _erda _cDLC |
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042 | _apcc | ||
043 | _an-us--- | ||
050 | 0 | 0 |
_aLB2157.A3 _bH78 2022 |
082 | 0 | 0 |
_a370.11/5 _223 |
100 | 1 |
_aHuber, Aubrey, _eauthor. |
|
245 | 1 | 0 |
_aCommunicating social justice in teacher education : _binsights from a critical classroom ethnography / _cAubrey Huber. |
260 |
_aNew York, NY : _bRoutledge, _c2022. |
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300 | _apages cm. | ||
336 |
_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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490 | 0 | _aRoutledge research in teacher education | |
504 | _aIncludes bibliographical references and index. | ||
520 | _a"Evolving out of a rich, two-year ethnographic study, this text examines how ideas of social justice are articulated and communicated to pre-service teachers in the US. By positing the concept of "help" as central tenet of social justice within teacher education, this volume offers a unique performative analysis of how the concept is communicatively constituted in teacher education and training. Using a social justice framework, the book examines the ways in which new teachers contend with their identities as educators, and demonstrates how these communicative performances influence pre-service teachers' perceptions of their role, as well as their responsibility to engage with social justice and critical approaches in the classroom. | ||
650 | 0 |
_aStudent teachers _xTraining of _zUnited States. |
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650 | 0 |
_aSocial justice and education _zUnited States. |
|
650 | 0 |
_aCommunication in education _zUnited States. |
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650 | 0 |
_aCritical pedagogy _zUnited States. |
|
095 | _anyu | ||
999 |
_c841804 _d841804 |