Teachers, Learning and Generative Silence

Bradley Baurain


Authentic listening understands the importance of contexts, relationships, and silence. The purpose of this essay is to explore speaking silences and silent silences and to frame these understandings in terms of classroom pedagogy. Speaking silences are meaningful and generative. They create space for listening to others and should themselves be listened to, as testified to within various traditions of spirituality. Silent silences, however, suggest withdrawing or withholding. These might be chosen or unchosen expressions of dominance or resistance, depending on the situation. Acknowledging both risks and rewards, teachers are called to cultivate silence in their personal and professional lives and spaces.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
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ISSN: 1942-2563