Expressive Morality in a Collaborative Learning Activity: A Case Study in the Creation of Moral Meaning

Abstract

In this paper we consider the way moral meanings are created, expressed, and negotiated in the actions and words of participants as they engage in a collaborative science activity. The paper offers an analysis of two extracts from a video recording of a third-grade classroom in which two students, Jessica and Alan, work with each other and with a visiting teacher in conducting an experiment that concerns the refraction of light. Following Jackson et al. (1993) we explore the central role of expressive morality, the subtle and elusive ways in which moral messages inhere in all aspects of classroom interaction, including the teacher's tone of voice, gestures, proxemics, and choice of language. Our examination of the activity addresses the question: what kinds of moral relations are being created in this classroom? In addressing this question, we pay particular attention to the moral nature of the teacher's relation (Noddings, 1984(Noddings, , 1992 and interactions with each of the children; and the moral consequences of competence (or lack of it) in the forms of discourse that are privileged in the activity.

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“…One can easily discern that the source of the conflict in all three is a student; in some cases, he/she violates the class rules, in others he/she expects more of the class teacher and still in a number of other instances he/she has disputes with a classmate. This finding is congruent with the results obtained in Johnston (2003), Johnston and Buzzelli (2002), Melo (2003), Joseph and Efron (1993), Lyons (1990) and Lyons, Cutler, and Miller (1986) whose studies highlight the primacy of dilemmas emerging from teachers-student interactions. As observed by Melo (2003) and Lortie (1975), it is not surprising that teachers experience ethical dilemmas in their interactions with students since the greater part of a teacher's day is spent with students and not with colleagues, administrators or parents.…”

“…Ways in which moral values, conflicts of values and moral dilemmas are played out in the context of student-teacher interactions, in general, and in classroom discourse and interaction, in particular, have been addressed by Johnston (1991), Buzzelli and Johnston (2001) and Johnston and Buzzelli (2002). Johnston (1991) explores moral dilemmas in students' cheating and how teachers can handle them, while Johnston and Buzzelli (2001) investigate tensions of power and morality in the exercise of authority.…”

“…Johnston (1991) explores moral dilemmas in students' cheating and how teachers can handle them, while Johnston and Buzzelli (2001) investigate tensions of power and morality in the exercise of authority. Johnston and Buzzelli (2002) ponder upon a moral challenge a teacher faces in how to ensure equity between students with unequal expertise in opportunities for speaking and interacting with the teacher, access to materials and resources.…”

“…The review of the literature on moral dilemmas in teaching, particularly in ELT, identified that research on ethical conflicts is not as plentiful as research on general moral aspects of teaching (Campbell, 2008). The seminal works that enquire into the moral dilemmas inherent in ELT context are those conducted by Johnston (2003), Johnston and Buzzelli (2002), and Johnston et al (1998). The problem is that these studies are outdated, and very few studies in this context have been conducted in the last twenty years.…”

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

“…Conflicts have been accounted for in several studies, such as those that look at a mismatch between students' low language proficiency and motivation with curriculum mandates or reform that call for a communicative pedagogical approach (Hayes, 2010;Liu & Xu, 2011), or when teachers are faced with the dilemma of maintaining a personal conviction, which may be at odds with cultural norms or practical solutions (Johnston, 2003;Johnston & Buzzelli, 2002;Phan, 2008), or even when teachers perceive themselves as being less competent users of English, especially those who are second language users of English operating in contexts where English is the official language (Zacharias, 2010). At times, teachers may be able to resolve or mitigate a conflict by appropriating suitable agentic actions.…”