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955			_wxm09 2021-06-10 (TW situational)
008			210609s2022 nyu b 001 0 eng
010			_a 2021020153
072			_aSHS
020			_a9781032116914 _q(paperback)
040			_aDLC _beng _erda _cDLC
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.
300			_apages cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
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.
650		0	_aSocial justice and education _zUnited States.
650		0	_aCommunication in education _zUnited States.
650		0	_aCritical pedagogy _zUnited States.
095			_anyu
999			_c841804 _d841804