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

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