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What role does silence play in adolescents' school experiences and in their developing sense of self? Sandra Leanne Bosacki offers a new perspective in this developmental and psychocultural account of classroom silences. Within the school setting, she addresses the paucity of research on the connections between adolescents' concepts of silence and self-development. Focusing on the emotional, spiritual, and sociocultural issues around classroom silence, this book continues the conversations between developmental psychology and education by offering developmentally appropriate educational strategies to address the challenges inherent in adolescents' experiences of classroom silence.
Applicable to students of any age, The Culture of Classroom Silence is helpful to all teachers, from early childhood educators to university professors. Finally, this book concludes with suggestions for how educators and developmentalists can work together to «school the silences» and promote a culture of healthy and happy adolescents.
Applicable to students of any age, The Culture of Classroom Silence is helpful to all teachers, from early childhood educators to university professors. Finally, this book concludes with suggestions for how educators and developmentalists can work together to «school the silences» and promote a culture of healthy and happy adolescents.
«Most educators are accustomed to thinking of classrooms as discourse communities, and much of the literature reflects that interest. There are over 22,000 entries on Amazon.com for books dealing with classroom discourse. The other side of discourse is silence. Understanding its sources and functions is equally important. In her far ranging book, Sandra Bosacki has tackled the complex issue of classroom silence with insight and sensitivity. She draws from recent work on Theory of Mind (ToM) to address the developmental meaning and course of silence in children and adolescents. In doing so, she artfully integrates a wide range of issues from academic achievement, to person perception, sexuality, and spirituality as facets of one's life impacted by the positive effects of silent introspection, and negative effects of silence engendered by ostracism, humiliation, and psychic withdrawal. With respect to the latter, Bosacki reaches into her own personal history as well as recent work on adolescent development to shed light on the ways in which reflective adolescents oftentimes silence themselves. Finally, she provides the educator with a psychocultural approach to structuring classrooms to make use of the positive sides of silence, while minimizing the factors that contribute to the negative impact of being silenced. 'The Culture of Classroom Silence' is a breathtaking act of scholarship that makes a substantive contribution to our understanding of development and classroom life.» (Prof. Larry Nucci, College of Education, University of Illinois at Chicago)