J760 | 5972 | Buzzelli

Tuesday, 1:00-3:45 : Section # 5972

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 the
moral dimensions of teaching through the lenses of language, power
and culture. Our discussions will consider how these issues are
played out in a variety of classrooms. We will read from a wide range
authors including the sociologist of education, Basil Bernstein,
linguists James Gee and Michael Halliday, educational researchers
such as Gordon Wells, Philip Jackson, David Hansen, Nel Noddings.  We
also will to examine how the many competing demands of teaching and
the split loyalties present teachers with moral dilemmas. Finally,
throughout the semester attention will be paid to 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.
Buzzelli, C.A., & Johnston, B. (2002). The moral dimensions of
teaching: Language, power and culture in classroom interaction.  New
York: Routledge/Falmer.

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;