J762 | 5862 | Buzzelli

Schooling is an immensely complex process and classrooms are immensely
complex places.  Although considerable research has examined schooling
and the many layers of classroom complexity from the perspectives of
teaching and learning very little research has focused on the moral
dimensions of schooling and of what happens in classrooms.  Our first
objective in this course will be to peel back the layers of complexity
to examine the moral aspects of what is taught and what is learned in
classrooms, and of how it is taught and how it is learned.  To address
this objective we will examine how language is used in classrooms.  We
will read from a wide range authors including the sociologist of
education, Basil Bernstein, to linguists James Gee, and Michael
Halliday, and educational researchers Nick Burbules and Gordon Wells.
A second objective is to examine how teachers talk about the many
competing demands of teaching, the split loyalties, and the dynamic
oppositions they experience in moral terms.  Our reading here will
include works by David Hansen, Philip Jackson, Nel Noddings, and
others.  We will consider these issues as they are played out in
preschool through graduate school classrooms.  Throughout the semester
we will consider the implications of our discussions for pre-service
and in-service teacher education as well as for educational research.
Our reading will include the following texts as well as articles.

Burbules, N. (1993). Dialogue in teaching. NY: Teachers College Press.

Jackson, P., Boostrom, R., & Hansen, D. (1993).  The moral life of
schools. NY: Jossey-Bass.

Dewey, J. (1909). Moral principles in education. Carbondale:  Southern
Illinois University Press.

For more information contact Dr. Buzzelli at 856-8184;