Pedagogies of Quiet

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.

• AcknowledgmentsIntroduction: Stumbling Into SilenceChapter One—Silence as a ProblemChapter Two—It’s Not All Talk: Listening to (Quiet) StudentsChapter Three—Silence as a Solution: Social Justice Education and Pedagogies of QuietChapter Four—(Quiet) Participation Leaves the ClassroomChapter Five—Quiet Technology in the ClassroomConclusion—Quiet Spaces: From Marginalization to ConnectionAppendicesReferencesAbout the Author

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.