"Interpreting is an altogether different thing than having the fancy of understanding." --> UM, NO.
My main critique of the book, which is generally speaking about uncertainty and ambiguity in the classroom undermining traditional views of classroom order (a thesis I'm sympathetic to) is: "SO MANY ANSWERS TO THESE QUESTIONS ARE 'DEPENDS'." A lot about power differences between teacher and student (and student and student) complicating authority relationships. Except these relationships are ALWAYS negotiated in context, and no context (examples from teaching practice, say) are ever actually presented in a compelling way.
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"Interpreting is an altogether different thing than having the fancy of understanding." --> UM, NO.
My main critique of the book, which is generally speaking about uncertainty and ambiguity in the classroom undermining traditional views of classroom order (a thesis I'm sympathetic to) is: "SO MANY ANSWERS TO THESE QUESTIONS ARE 'DEPENDS'." A lot about power differences between teacher and student (and student and student) complicating authority relationships. Except these relationships are ALWAYS negotiated in context, and no context (examples from teaching practice, say) are ever actually presented in a compelling way.
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