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Race-ing Moral Formation: African American Perspectives on Care and Justice


reviewed by Floyd D. Beachum — 2005

coverTitle: Race-ing Moral Formation: African American Perspectives on Care and Justice
Author(s): Vanessa Siddle Walker and John R. Snarey
Publisher: Teachers College Press, New York
ISBN: 0807744492, Pages: 194, Year: 2004
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Race-ing Moral Formation represents an interesting juncture in the area of moral education. It advocates for the moral/ethical perspectives of African Americans in the educational conversation. This work consists of six chapters under two broad themes. The first (Part I) is “African American patterns of moral formation across the life span,” and the second (Part II) is “African American contributions to promoting moral formation within schools.” The conclusion (somewhat of a seventh chapter) utilizes the previous chapters in synthesizing a new theoretical model for moral education. This edited work finds its origins in the philosophical justice versus care debate between Lawrence Kohlberg and Carol Gilligan. This discussion has been traditionally framed in a way that encourages a constraining dichotomous paradigm that does not leave much room for multi-paradigmatic thought or the fusion of these philosophical opposites. The idea of thinking about moral quandaries from a different vantage point is not necessarily new; it really means that more voices are allowed at the table (African Americans in this case).... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 259-261
http://www.tcrecord.org ID Number: 11401, Date Accessed: 12/17/2017 7:06:51 AM

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About the Author
  • Floyd Beachum
    Lehigh University
    E-mail Author
    FLOYD D. BEACHUM is the Bennett Professor of Urban School Leadership at Lehigh University. He is also an Associate Professor in the Educational Leadership program in the College of Education. His research interests include: leadership in urban education, moral and ethical leadership, and social justice issues in K-12 schools. He has authored several peer-reviewed articles on these topics in journals such as the Journal of School Leadership, International Journal of Qualitative Studies in Education, Multicultural Learning and Teaching, Urban Education, and the Journal of Cases in Educational Leadership. In addition, he is co-editor of the book, Urban Education for the 21st Century: Research, Issues, and Perspectives, a co-author of the book Radicalizing educational leadership: Dimensions of social justice, and co-author of the upcoming book, Cultural collision and collusion: Reflections on hip-hop culture, values, and schools.
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