Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 28 > No. 2 (2023)
Abstract
Aubrey Huber's book is of great value to aspiring and current educators alike, providing a comprehensive analysis of how qualitative critical classroom ethnography can be applied to support social justice in the field of education. Through this text, readers will gain an understanding of the unique opportunity that classroom ethnography provides in terms of utilizing it as an actionable mechanism to respond to social injustices while balancing intertwined multiple perspectives. Teacher educators who use this text will obtain a deeper appreciation for the instrumental role qualitative research such as classroom ethnography plays in improving and reforming education. All in all, Huber’s text is an apt resource for anyone looking to integrate a critical lens and create meaningful social change in teacher education.
Keywords
qualitative research, critical classroom ethnography, social justice, teacher education
Publication Date
2-2-2023
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2023.6158
Recommended APA Citation
Hidayat, A. (2023). Incorporating Social Justice Education into Teacher Education: A Book Review of Communicating Social Justice in Teacher Education: Insights from a Critical Classroom Ethnography. The Qualitative Report, 28(2), 387-391. https://doi.org/10.46743/2160-3715/2023.6158
ORCID ID
0000-0003-3524-5940
Included in
Communication Commons, Higher Education and Teaching Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Justice Commons
