Literal and Metaphorical Silences in Rhetoric: Examples from the Celebration of the 1974 Revolution in the Portuguese Parliament

Billig, Michael; Marinho, Cristina

doi:10.1017/9781108345552.002

Cited by 6 publications

(3 citation statements)

References 13 publications

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“…A new dimension to student voice: silence at school Definitions and understandings of silence Overwhelmingly, silence was broadly understood, both by students and teachers, as the opposite of 'noise' or 'sound', reflecting what Jaworski (1993) identifies as prototypical forms of silence, or 'literal silences' (Billig & Marinho, 2019). Some students held more interpretive visions of silence and challenged whether there was, in fact, any such thing as silence, or whether the literal definition was sufficient in their experience: 'I think it's just an interpretation like some people see silence as something and some others are like no that's not silence.…”

Section: Methodsmentioning

confidence: 99%

Silence at school: Uses and experiences of silence in pedagogy at a secondary school

Hanna

2021

British Educational Res J

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Silence infuses all aspects of our daily communications: what we say and what remains unspoken; those to whom we speak, and those we ignore; those we trust and respect, and those we do not. In the school environment, interactions between students and teachers lie at the heart of pedagogy. This relationship is also marked by its silences, and the concept of 'student voice' arose out of these silences on matters that affect students. However, the role of silence in such interactions has yet to receive comprehensive attention. This article presents the findings of a study on the uses and experiences of silence in the classroom with secondary school students aged 14-15 years and their teachers. Drawing on nine group discussions and 33 interviews with 20 teachers and 35 students, respectively, I argue that an oversight of silence in the student voice discipline has obscured the power dimensions of student voice, and the injustices that become visible when different forms of silence are illuminated. I argue that there are two core ideas which emerge from the findings: firstly, that silent practices manifest in two distinct paradigms of productivity and listening which function as expectations of teaching and learning; secondly, that the conflation of the listening paradigm with respect demonstrates the capacity of silent practices to reinforce the division between teaching and learning to become mediums of injustice. I conclude that this dichotomous relationship between pedagogy and student voice requires a pedagogy based on a critical examination of respect.

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Section: Methodsmentioning

confidence: 99%

Silence at school: Uses and experiences of silence in pedagogy at a secondary school

Hanna

2021

British Educational Res J

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“…To study ideological presumptions, it is important to note absences as well as presences—to notice what is not being spoken about because it is accepted as “natural.” Qualitative, discursive methods are vital for understanding the meaning of silences (Billig & Marinho, 2019; Murray & Durrheim, 2019; Scott, 2019). Silences need not be absolute, for what cannot be spoken directly might be turned into a joke if it is to be uttered (Billig, 2005).…”

Section: Towards a Psychology For Understanding Cosmopolitanism And N...mentioning

confidence: 99%

The national nature of globalization and the global nature of nationalism: Historically and methodologically entangled

Billig

2023

Theory & Psychology

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It is often assumed that psychological globalization produces tolerant, cosmopolitan outlooks, which deglobalization is now replacing with intolerance and narrow nationalism. This article argues that nationalism and cosmopolitanism, rather than being simple opposites, are entangled historically and methodologically, and that the national nature of globalization and the global nature of nationalism need to be recognized. Historically, the period of globalization coincided with the formation of the world of nation-states. Methodologically, economic calculations of globalization assume a world of nation-states. Nationalism is not only global in its reach but national consciousness is entangled with international consciousness. This entanglement may not be apparent if nationalism is equated with its extreme forms, for nationalism has everyday forms in established states. This article shows how studies of cosmopolitanism can themselves take for granted the world of nation-states within their methodologies. There are some brief suggestions about how to study banal nationalism.

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“…We may become so engrossed in our progressive ethics, open science, inclusion, and prejudice reduction that our racist traditions and ongoing exclusions remain neatly forgotten (Murray & Durrheim, 2019). Billig and Marinho (2019) drew a general methodological lesson from this observation: "If we want to uncover the assumptions of our time . .…”

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confidence: 99%

Conversational Silencing of Racism in Psychological Science: Toward Decolonization in Practice

Durrheim

2023

Perspect Psychol Sci

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This article addresses a paradox between self-perceptions of psychology as a liberal, progressive, antiracist discipline and profession and the persistent criticisms of racism and calls for decolonization. It builds on the criticisms of epistemic exclusion and White centering, arguing that White supremacy is maintained by “conversational silencing” in which the focus on doing good psychology systematically draws attention away from the realities of racism and the operation of power. The process is illustrated by investigations of disciplinary discourse around non-Western, educated, industrialized, rich, and democratic psychology and on stereotyping, racism, and prejudice reduction, which constitute the vanguard of liberal scholarship in the discipline. This progressive scholarship nurtures “White ignorance,” an absence of belief about systemic racism that psychology plays a part in upholding.

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Literal and Metaphorical Silences in Rhetoric: Examples from the Celebration of the 1974 Revolution in the Portuguese Parliament

Cited by 6 publications

References 13 publications

Silence at school: Uses and experiences of silence in pedagogy at a secondary school

Silence at school: Uses and experiences of silence in pedagogy at a secondary school

The national nature of globalization and the global nature of nationalism: Historically and methodologically entangled

Conversational Silencing of Racism in Psychological Science: Toward Decolonization in Practice

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