|
COPYRIGHT 2003 Bridgewater State College
Abstract
The question of voice is central to a feminist perspective. The dichotomies of voice and silence have long held positions of power and marginalization in the context of the classroom community. In a recent investigation into the learning experiences of three women, Giustina, Tina and Christina, the theme of voice, listening, and silence surfaced as participants reflected on their participation in college and university courses in Canada. These case studies offer a forum to discuss the classroom experiences of women and perhaps shift perspectives on the meaning of voice, listening, and silence in learning.
Key Words: women in the classroom, adult education, Canadian education.
Introduction
The question of voice is central to a feminist perspective. The dichotomies of voice and silence have long held positions of power and marginalization in the context of the classroom community. But there is a growing debate in the academic literature focusing on the interrelationship of voice, listening and silence in the classroom. Voice cannot exist in a cacophony of talk; voice can only exist when others listen, and most importantly, when others remain silent within a community of learners. It is in the spaces between talk, between voices being heard, where listening and silence become the integral links, encouraging self-reflection and self-talk. The interplay of voice, listening and silence then facilitates the construction of new ideas within a group setting.
In a qualitative study about the learning experiences of three women, Giustina, Tina and Christina, the theme of voice, listening and silence surfaced as each woman reflected on her participation in college and university courses in Canada. During in-depth conversations, the women spoke about how they engaged in the classroom environment, the role of community in the social construction of thought, and how these skills then guided them in taking action within their lifeworlds. While each woman spoke from a different perspective, all participants highlighted the importance of speaking, listening, and silence in their classroom encounters. These case studies offer insights from lived experiences that help inform the theoretical discussion and shift perspectives on the meaning of voice, listening, and silence in learning.
Methods
This research project employs case studies and is framed by two key concepts: diversity of experience and women's talk.
Specific criteria for this project required that participants were women who had returned to learning and taken college/university courses or upgrading courses, and that participants were not known each other. Because individual diversity is critical to understanding learning from a feminist perspective, a sampling strategy of "maximum variation" was adopted to help identify commonly shared patterns among participants with different backgrounds (Creswell, 1998, p. 119). The greater the diversity among participants, including factors of age, levels of education, and fields of study, the more likely key concepts emerge and the greater the potential to contribute to a theoretical discussion.
Canvassing regional post-secondary institutions for potential participants quickly generated a list of ten candidates. Of those who met the criteria, three women agreed to be part of this project (see Table 1). Although this sampling strategy is small and not representative of a wider population, these three comprehensive case studies have "built in...
Read the full article for free courtesy of your local library.
|
Bookmark this article
Print this article
Link to this article
Email this article
Digg It!
Add to del.icio.us
RSS
