Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
more >>

Announcements

Research on Education in Africa, the Caribbean, and the Middle East

Call for Rethinking Higher Education Book Series (Springer)

make a post | more >>

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

reviewed 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:

Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1363-1367
https://www.tcrecord.org ID Number: 11078, Date Accessed: 6/4/2020 10:47:36 AM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

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.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: