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The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction


reviewed by Domenic Berducci — 2003

coverTitle: The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction
Author(s): Cary A. Buzzelli, Bill Johnston
Publisher: Routledge/Falmer, New York
ISBN: 0815339275, Pages: 172, Year: 2002
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Cary A. Buzzelli and Bill Johnston’s The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction constitutes an ambitious analysis that addresses morality grounded in classroom interaction. Through their analysis the authors make public the moment-to-moment moral aspects of teaching practice, a subject too long ignored. Their analysis does not constitute a decontextualized scientific look at morality; rather it comprises a genuine concerned view, expressing a lived morality on the parts of the authors. Buzzelli and Johnston cover every aspect of classroom morality: morality as it inheres in classroom discourse, morality and power, morality and culture; and finally in the last chapter they discuss the moral aspects of designing curricula, implementing lessons, and evaluating students. Discussing morality in any context is at best a thorny and delicate matter. However, Buzzelli and Johnston handle it authoritatively, comprehensively, and express sensitivity both to readers and to participants in their studies. The force of their writing indicates that they have wrestled with moral ambiguities in their own teaching. This was... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1363-1367
http://www.tcrecord.org ID Number: 11078, Date Accessed: 12/13/2017 4:23:45 AM

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About the Author
  • Domenic Berducci
    Toyama Prefectural University
    E-mail Author
    DOMENIC BERDUCCI is associate professor in the Department of Liberal Arts at Toyama Prefectural University. Currently he is working on two projects. The first is a reformulation of the concept of ‘learning’ through analyzing different types of educational interaction. In this work, he demonstrates that learning does not consist of one essence, as scientific researchers claim, but rather comprises a variety of types of interaction, each defined normatively by a teacher or caretaker participating in the interaction. The second project is more theoretically oriented and consists in his working on critiquing Vygotskian psychology via Wittgensteinian philosophical concepts.
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