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• W2574451201 abstract "Much has been written on ethics of teaching syllabi that pursue a particular social agenda. Depending on commentator, these syllabi have been characterized as transformative, socially responsible, political, politically correct, unethical and immoral. Throughout this literature, however, assumption is that teacher presenting syllabus has designed it and feels invested in its goals. However, at many universities, a majority of first-year English composition sections are taught by graduate teaching assistants (TAs) who did not create standard syllabus but are required nonetheless to teach it. This poses a unique set of ethical questions as yet unaddressed. A paradigm from Iris Marion Young's and Politics of Difference suggests that a politically-driven syllabus designed by someone higher on academic hierarchy than TA teaching course is unethical. The graduate student is placed in a position in which economics forces a decisi n she is uncomfortable with. A study sent questionnaires to 49 TAs at a major midwestern university; 19 were returned. The questionnaire asked TAs to reflect on syllabus from point of view of their ethical and moral beliefs. Responses showed both ends of spectrum, both those who did not find themselves troubled and those who were deeply troubled. The strongest response came from a first-year TA who foHnd department ethically reprehensible. (TB) Reproductions supplied by EDRS are Ihal can he mad, from original document. Read My Lips and Other Rhetoric: A Qualitative Ethical Study of TAs Using Standardized Syllabi in First-Year Composition Classes Risa P. Gorelick University of Southwestern Louisiana Paper Presented at CCCC, March 1995 (Washington, DC) Much has been written on ethics of teaching syllabi that pursue a particular social agenda. Depending on commentator, these syllabi have been characterized as transformative, socially responsible, political, politically correct, unethical and immoral. Throughout this literature, however, assumption is that teacher presenting syllabus has designed it and feels invested in its goals. However, at many universities, a majority of first-year English compositions section., are taught by graduate students who did not create standard syllabus but are required nonetheless to teach it. This poses a unique set of ethical questions as yet unaddressed: Should TAs he required to use a standardized syllabus? If so, should syllabus have overt and/or a one-sided political agenda? If a standardized syllabus is used, who should design it? Should first year composition classes teach students how to write or should focus he on politics as a means to teach students to write? As a new first year graduate student Liring 1992-93 academic year who was required to teach a standardized departmental syllabus in a First -year composition class, I was driven to explore these ethical questions. My paper will examine ethics in three ways. First, I will examine feminist ethical philosopher Iris Marion Young to see how her distributive paradigm applies to TAs in classroom. I will follow that up with a review current literature of ethical issues in composition. Finally, I will share results of my qualitative research study to determine how TAs perceive ethical issues involved. By uncovering any ethical dilemmas BEST COPY AVAILABLE PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U 8 DEPARTMENT OP EDUCATION °Noce of Educational Reaearch and imorovomont EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ,J/ document nos boon reproduced o's received horn pOrSOn or °Nana. m ongtnahng 0 Minor changes hone boon made to OftplOv0 reproduction Quality o Pcnnts Of vtev, or optmons stated InthtsdoCumeni do not nocesoonly foorosont o)tIctoi OERI oostbon or policy and understanding them, I hope that TAs can discover opportunities to deliberate and come to judgment about pedagogies we are required to embrace. In her book Justice & The Politics of Difference, feminist philosopher Iris Marion Young begins Chapter 1: Displacing Distributive Paradigm by defining what distributive paradigm is. It implicitly assumes that individuals or other agents lie as nodes, points in social field, among whom larger or smaller bundles of social goods are assigned. The individuals are externally related to goods they possess, and their only relation to one another that matters from point of view of paradigm is a comparison of amount of goods they possess. (Young 18) While Young's paradigm is something she argues to displace, it is something that has not been displaced in first-year composition classrooms taught by TAs (Young 15). If one were to take a closer look, a common classroom relationship can be portrayed in Young's paradigm in composition classes taught by TAs. The TA and her students would be individuals... (who] lie as nodes, points in social field.... (Young 18). Teaching a standardized syllabus becomes the goods 'the TAs] possess (18). If this is true, and the only relation...that matters... is a comparison of amount of goods they possess... then what binds TAs to university (and department) is mainly (if not solely) syllabus they teach (Young 18). While there should in fact be a link between TA and department (as well as university), most would think above description is unethical, as does Young. An ethical dilemma occurs when the goods they possess are not their own but those of someone else's (Young 18). Most of decisions about what TAs in English departments teach" @default.
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• W2574451201 title "Read My Lips and Other Rhetoric: A Qualitative Ethical Study of TAs Using Standardized Syllabi in First-Year Composition Classes." @default.
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