Stuck in Silence?

In Pedagogy and Communication class the other evening, we used an activity as illustrated by Bell and Golombisky (2004) as a means of facilitating our discussion. Each student was given 8 pennies, and in order to make a contribution to the conversation, one penny was required. After a student's pennies were spent, that student was no longer allowed to contribute. This exercise added a subjective, but somewhat determinable value to our contributions, marked by the small number of opportunities available. In this way, students were very strategic with what they chose to add, as well as limited in what they wanted to say. However, this also gave those who were not typically vocal in the class an opportunity to voice their opinions without being overshadowed by the other students, particularly when the other students' pennies dwindled. As part of this exercise, the professor added a rule in which each student was required to use all pennies before class could be dismissed.

According to Bell and Golombisky (2004), for women, this state of reservation is part of being a "good girl." A "good girl" is illustrated as a systematic upbringing of females in the home and society that perpetuates a gendered performance of reservation and silence. I use "we," because while the conversation was articulated toward females, male counterparts can also experience silencing in multiple facets (good guys?). What I found interesting about this evening's discussion was that despite the fact that while most of the students in this seminar share a number of classes and a workspace together, many felt as though some of their opinions, including my own, should not always be voiced. Whether this is out of fear of judgement, or the belief that ideas are incorrect or unfounded, we sometimes remain silent despite being surrounded by our like minded peers.

So why is this? We are not amongst strangers here. Well for the most part. As graduate students, I expect some level of respect amongst my peers, particularly because of how small a group we are. And even though we have read the literature that describes the phenomena to us, and partially understand how it operates,  these performances are still employed. It would seem that cognizance is not enough. Such indoctrination over the course of individuals lives, has caused these systems of silencing to be embedded in performances of self. So this begs the question, what can be done about it? If these performances are acknowledge, yet still enacted, can they be changed? Maybe we just need to call ourselves out on it every single time. Or maybe we just acquiesce to the idea and raise the next generation not to do so. How would you approach this?


Sources:

Bell, E., & Golombisky, K.  (2004). Voices and silences in our classrooms:  Strategies for mapping trails among sex/gender, race, and class.  Women’s Studies in Communication, 27, 294-329.