Includes bibliographical references and index.

Introduction: Teacher as helper -- Are you a teacher or what?: communicating help and social -- Critical classroom ethnography -- Help and teacher altruism: humanization of the educational condition -- Help and independence: the road to self-reliance -- Help and commodity: the professionalization of human resources -- Conclusion: Transforming help.

"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. This text will benefit researchers, academics, and educators in higher education with an interest in teacher education, critical communication studies, and the sociology of education more broadly. Those specifically interested in teacher training, mentoring, and social justice in the classroom will also benefit from this book. Aubrey Huber is Assistant Professor and Director of Public Speaking in the Department of Communication, University of South Florida, USA"--