Book Review: The Bloomsbury Handbook of Solitude, Silence and Loneliness

Bao, Dat

doi:10.31763/jsse.v1i2.22

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Unlike offline silence where one can observe visible reaction [53]- [55], silence in virtual settings involves factors such as delayed communication [56], self-perceived behavior unknown to teachers [57], the need to work at one's own pace and within individual mental spaces [54], [58], [59], and the cognitive load of learning content [60]- [62]. Such difference between face-to-face and virtual contexts shows that silence is not context-free [63] but is often governed by factors such as self-discipline [64], learner cautiousness [65], stress [66], anxiety [67], [68], self-inhibition [69]- [72], cultural influences [53], [73], and personality [74], [75]. Being confronted by such factors, teachers need to manage student learning by organizing choices [76], providing intensive guidance [77], enhancing special networks [78], [79], optimizing mindful space [80]- [82] as well as encouraging peer harmony [83], [84] and self-truthfulness [85].…”

Section: Obstacles In Online Teachingmentioning

confidence: 99%

Adopting photovoice to explore teachers’ experiences in online teaching

Pratolo,

Rofiqoh,

Anggraeni

et al. 2024

IJERE

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<span lang="EN-US">The coronavirus disease 2019 (COVID-19) outbreak has caused a rapid and massive change in the education sector across the world and left no choice to teachers to maintain their status quo. As a country with very diverse geographical and technological conditions, Indonesia has felt the severe impact of this pandemic. This study explores how Indonesian English as foreign language (EFL) teachers struggle to adapt to the online teaching process, identifies the challenges they encountered during the online teaching and learning process, and investigates their strategies in coping with the associated challenges to ensure the learning objectives were achieved. This study employed photovoice as a visual research methodology to capture the new phenomena and answer the research objectives by inviting four English teachers from three different islands, Java, Sumatra, and Sulawesi to share their experiences and strategies for survival. The results indicated that Indonesian EFL teachers suffered from challenging experiences, including the trial and error of learning management system (LMS) choice, and were confronted with unpleasant feedback from the students. This study also identified poor internet connection and low online student participation as the main issues. To deal with such problems, especially with low student participation, they viewed disadvantaged situations as a trigger to improve their creativity.</span>

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Section: Obstacles In Online Teachingmentioning

confidence: 99%

Adopting photovoice to explore teachers’ experiences in online teaching

Pratolo,

Rofiqoh,

Anggraeni

et al. 2024

IJERE

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“…Humans are creatures of routine. While some people feel safe and comfortable with highly sociable activities, others prefer a balance between being with the self and being with others [71] . We are private social beings who do not wish to disclose our thoughts and emotions for many legitimate reasons.…”

Section: Silence As Human Naturementioning

confidence: 99%

“…There is empirical evidence showing that silence can be a self-made decision. Some individuals may remain silent to exercise self-control, self-discipline [71] , and cautiousness [77] . Others keep quiet to protect themselves, particularly in contexts where expressing opinions or personal information may be perceived as risky or undesirable.…”

Section: Silence As a Personal Decisionmentioning

confidence: 99%

The multiple meanings of silence in social psychology

Bao

2023

Environ Soc Psychol

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Drawing on research-based discourse, this article provides an updated overview of what silence means in social psychology. Such meanings can be viewed from an interpersonal dimension and an intrapersonal dimension. That is, silence can be externally or internally generated. The external process sees silence as a response to the social environment, while the internal process views silence as an individual choice. The article argues that silence has a sociological nature. When a silent person sends out a silent message to the public (such as showing resistance or alienation), this person not only expresses their personal view but also acts on behalf of others. The article rests on the ideal of sociological imagination to argue that an individual’s issue of concern or trouble, seemingly a limited social experience, may not be a single case but can represent the concern of a group or a society. This means that the lives of individuals can signify the status and reaction of their community. By presenting silence from various individual perspectives, the article showcases the richness of what silence means and what it does in social contexts.

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Multi-contextual perspectives on silence: a narrative case study

Harumi

2024

Neofilolog

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This narrative case study explores ways a Japanese learner of English utilised multiple silences as an interactional resource, enhancing collaborative second language (L2) interaction beyond the classroom while studying abroad in the United Kingdom. The concept of ‘multi-contextual silences’ in this study involves the idea that multi-faceted silences play an integral, harmonious role in creating collaborative interaction in new socio-cultural contexts. Drawing on the concept of global cross-cultural competence, which nurtures all-inclusive views on diverse interactional styles, this study examines a learner’s multi-faceted use of silence enhanced through her unique individual network of practice (INoP) as a social network theory (Zappa-Hollman, Duff, 2015) involving learners’ initiation of agency for social interaction in language socialisation. It should be noted that this study adopts the revised INoP framework, incorporating learner agency enhanced through self-reflection. Its data includes a questionnaire survey and six in-depth interviews on the use of silence and talk during a year-long sojourn. It specifically sheds light on the learner’s facilitative use of silence, manifested in solitude, creative silence in affinity space, sharable co-learning space, and the learner’s use of silence as an active listener in L2 turn-taking practices originating in her emic and culturally oriented interactional perspectives. While challenging perceptions of silence as loneliness or coexistent with interactional struggles, this study illustrates ways in which, from a learner’s perspective, facilitative silence was highly signified and jointly, equally, responsible in talk-in-action. This study suggests the importance of opening up the space L2 learners need to enable them to initiate agency and deepen self and mutual understanding of the multiple roles silence plays in creating interactional opportunities in cross-cultural interaction as seen from diverse viewpoints.

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Book Review: The Bloomsbury Handbook of Solitude, Silence and Loneliness

Cited by 3 publications

References 3 publications

Adopting photovoice to explore teachers’ experiences in online teaching

Adopting photovoice to explore teachers’ experiences in online teaching

The multiple meanings of silence in social psychology

Multi-contextual perspectives on silence: a narrative case study

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