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9781475867800

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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. -- Jennifer Maney, Director of the Center for Teaching and Learning, Marquette University Pedagogies of Quiet: Silence and Social Justice in the Classroom skillfully disrupts the tendency to celebrate the participation of an extroverted and confident student by providing valuable and empirical insights about the internal process of all students during dialogic moments in the classroom. Monica Edwards centers the student experience as the guide to pedagogical practice, using a critical feedback loop. Her interculturally sensitive approach helps move us away from individualistic and competitive environments and towards a holistic model of community care and well-being. Engaging with this book and the suggested activities will help you to evaluate and re-shape the participation norms in your classroom with an equity-minded lens. -- Becca Ciancanelli, PhD., director of Inclusive Teaching Practices, University of Denver

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. --Jennifer Maney, Director of the Center for Teaching and Learning, Marquette University Pedagogies of Quiet: Silence and Social Justice in the Classroom skillfully disrupts the tendency to celebrate the participation of an extroverted and confident student by providing valuable and empirical insights about the internal process of all students during dialogic moments in the classroom. Monica Edwards centers the student experience as the guide to pedagogical practice, using a critical feedback loop. Her interculturally sensitive approach helps move us away from individualistic and competitive environments and towards a holistic model of community care and well-being. Engaging with this book and the suggested activities will help you to evaluate and re-shape the participation norms in your classroom with an equity-minded lens. --Becca Ciancanelli, PhD., director of Inclusive Teaching Practices, University of Denver

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. --Jennifer Maney, Director of the Center for Teaching and Learning, Marquette University Pedagogies of Quiet: Silence and Social Justice in the Classroom skillfully disrupts the tendency to celebrate the participation of an extroverted and confident student by providing valuable and empirical insights about the internal process of all students during dialogic moments in the classroom. Monica Edwards centers the student experience as the guide to pedagogical practice, using a critical feedback loop. Her interculturally sensitive approach helps move us away from individualistic and competitive environments and towards a holistic model of community care and well-being. Engaging with this book and the suggested activities will help you to evaluate and re-shape the participation norms in your classroom with an equity-minded lens. --Becca Ciancanelli, PhD., director of Inclusive Teaching Practices, University of Denver 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. Pedagogies of Quiet: Silence and Social Justice in the Classroom skillfully disrupts the tendency to celebrate the participation of an extroverted and confident student by providing valuable and empirical insights about the internal process of all students during dialogic moments in the classroom. Monica Edwards centers the student experience as the guide to pedagogical practice, using a critical feedback loop. Her interculturally sensitive approach helps move us away from individualistic and competitive environments and towards a holistic model of community care and well-being. Engaging with this book and the suggested activities will help you to evaluate and re-shape the participation norms in your classroom with an equity-minded lens.

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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.

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