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Monica Edwards - Pedagogies of Quiet, Häftad

Häftad, Engelska, 2024

Pedagogies of Quiet

Silence and Social Justice in the Classroom

Av Monica Edwards

444 kr

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Beskrivning
Pedagogies of Quiet: Silence and Social Justice in the Classroom started with one teacher’s frustration with a room full of quiet students and shifted into exploring why and how teachers can incorporate a quiet praxis into their classrooms. Mindful of students who have been historically silenced or ignored–LGBTQ students and introverted students–this book dives into the historical and theoretical forces that shape classroom participation. Edwards takes the reader on a journey into an intersectional pedagogical praxis that sees the value of collective classroom silence, providing the reader with student-centered insights and practices. Grounded in empirical data, the book explores students’ feelings about verbal classroom participation. The themes that emerge from student surveys are used to ground the suggested practices that shape pedagogies of quiet. Given the complex realities of 21st century history and life, Pedagogies of Quiet comes just in time to help respond to the impact of social media on learning, the youth mental health crisis, and covid era of teaching and learning.
Produktinformation
  • Utgivningsdatum: 2024-04-16
  • Mått: 151 x 229 x 13 mm
  • Vikt: 318 g
  • Format: Häftad
  • Språk: Engelska
  • Antal sidor: 230
  • Förlag: Bloomsbury Publishing Plc
  • ISBN: 9781475867817
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Mer om författaren

Dr. Monica Edwards has a PhD in Sociology from Loyola University Chicago specializing in the intersection of race, class, gender, and sexuality. She has been teaching for over 20 years, working at 2-year and 4-year, private and public institutions, spending the bulk of her career teaching at the Community College level.

Recensioner i media

Edwards argues that we should pay much closer attention to what she calls quiet pedagogy – not jumping to fill moments of silence but rather exploring pedagogies of quiet. She suggests that our differently-identified students (English language learners, international, Indigenous, non-binary, etc.) are held to one standard of what it means to participate in a classroom experience – that is, a dialogue-centered or one where the best students are those who talk. This book is a must-read for any teacher in the classroom who is brave and willing to be vulnerable and examine their own ego for the sake of a safer and more effective classroom experience for all students.

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