This book explores the significance of silence within and beyond pedagogical contexts. Silence is a complex and multidimensional phenomenon for everyday life: since schools mirror society, it is also significant in education. While silence can be experienced in a multitude of different ways, the author reflects on whether silence itself can bear a message: is there an aspect of dialogue in silence, or is it a language all of its own? This book examines a variety of silences essential for education, examining such topics as silence and aspects of power, silent students, and the relationship between listening and silence. Drawing on a range of empirical data, the author elucidates the significance of silence in pedagogical contexts.

The Bloomsbury Handbook of Solitude, Silence and Loneliness is the first major account integrating research on solitude, silence and loneliness from across academic disciplines and across the lifespan. The editors explore how being alone – in its different forms, positive and negative, as solitude, silence and loneliness – is learned and developed, and how it is experienced in childhood and youth, adulthood and old age. Philosophical, psychological, historical, cultural and religious issues are addressed by distinguished scholars from Europe, North and Latin America, and Asia.

This book explores the significance of silence within and beyond pedagogical contexts. Silence is a complex and multidimensional phenomenon for everyday life: since schools mirror society, it is also significant in education. While silence can be experienced in a multitude of different ways, the author reflects on whether silence itself can bear a message: is there an aspect of dialogue in silence, or is it a language all of its own? This book examines a variety of silences essential for education, examining such topics as silence and aspects of power, silent students, and the relationship between listening and silence. Drawing on a range of empirical data, the author elucidates the significance of silence in pedagogical contexts.

What is the state of that which is not spoken? This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates in language learning and acquisition. Why do language learners remain silent or exhibit reticence? In what ways can silence in the language learning classroom be justified? To what extent should learners employ or modify silence? Do quiet learners work more effectively with quiet or verbal learners? Looking at evidence from Australia, China, Japan, Korea, and Vietnam, the book presents research data on many internal and external forces that influence the silent mode of learning in contemporary education. This work gives the reader a chance to reflect more profoundly on cultural ways of learning languages.

Taking a sociocultural approach to understanding violence, the authors in this collection examine how norms of gender, culture and educational practice contribute to school violence, providing strategies to intervene in and address violence in educational contexts.

Beyond Pedagogy: Reconsidering the public purpose of museums explores issues standing at the intersection of public pedagogy, memory, and critical theory, focusing on the explicit and implicit educational imperative of art, natural history, and indigenous museums, cultural centers, memorial sites, heritage houses, and other cultural heritage sites that comprise the milieu of educating, learning, and knowing. Taken together, the various essays comprising this book demonstrate that a more nuanced examination of the role of cultural heritage institutions as pedagogical sites requires a critical gaze to understand the function of the authority and ways through which such institutions educate. Beyond Pedagogy also makes a vital point about the complexity of such institutions and the need to comprehend how pedagogy emerges not only as an end result of the museum’s educational purpose but also in relation to the historically defined mandates that increasingly come to question the distinction between the knowledge we know and how we come to know it. As such, this volume expands our understandings of the ways in which pedagogy operates in the contexts of museums and heritage sites and the forms of knowledge, knowing, and being it conjures, celebrates, obscures, and/or silences in the process of producing among museum visitors particular notions of identity, subjectivity and voice, ones that, more often than not, reify rather than challenge traditional conceptualizations of the nation and its past, present, and future.