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The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interactionreviewed by Domenic Berducci - 2003 Title: 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 Search for book at Amazon.com 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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