The Play of Silence and Talk in Difficult Conversations about Literary Texts

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dc.contributor.advisorJames Colin Field
dc.contributor.authorBlackman, Galicia S. T.
dc.contributor.committeememberCatherine Burwell
dc.contributor.committeememberAubrey Jean Hanson
dc.dateFall Convocation
dc.date.accessioned2023-05-11T04:28:46Z
dc.date.embargolift2023-08-20
dc.date.issued2021-08-20
dc.description.abstractThis inquiry into the visible invisibility of language experience considers how silence may be understood as a generative aspect of difficult conversations about literary texts. Being in silence, being with others in a class discussion setting disrupts the expectation that deep enriching discussions about literature will occur. Hermeneutics begins in disruptions to expectations and familiar understanding so for this inquiry, interpretations of experience are framed by hermeneutic methodological principles. For instructors and students silence disrupts the play of the expected literary studies discourse. Or does it? Can it create the advent of the interrogative, interpretive process of understanding? Can it be eventful? I consulted theoretical perspectives on dialogic pedagogy and spoke with instructors and students about their experiences of silence in literary studies class discussions in higher education. Scholars have noted that literary studies ought to be marked by opportunities for students to engage with difficult topics, in conversation, for students to become competent in literary analysis. That is the curricular context of this inquiry. To interpret what silence means, for instructors and students, is to understand what occurs in understanding and its event. To understand requires positioning and orientation. I can be thrown into silence or choose it. I can be in a shared silence with others or within my solitary meaning of silence. Using the conversation principle of hermeneutic inquiry and the conversation motif of the literary salon, to be in conversation with scholarship, participants, and readers, accompanied by my pauses, interludes, and fermata, I present an understanding of silence’s intentionality to speak of silence’s orientation.
dc.identifier.citationBlackman, G. S. T. (2021). The Play of Silence and Talk in Difficult Conversations about Literary Texts (Doctoral thesis). University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca .
dc.identifier.urihttp://hdl.handle.net/1880/116311
dc.identifier.urihttps://doi.org/10.11575/PRISM/dspace/41155
dc.language.isoEnglish
dc.publisher.facultyWerklund School of Education
dc.subjectLiterary studies
dc.subjectdialogic pedagogy
dc.subjectclass discussions
dc.subjectsilence pedagogy
dc.subjectsilence experience
dc.subjectcurriculum studies
dc.subjecthermeneutics
dc.subjectinterpretive inquiry
dc.subjecthigher education
dc.subjectteaching and learning
dc.subjectstudent experience
dc.subjectinstructor experience
dc.subject.classificationLiterature
dc.subject.classificationEducation--Curriculum and Instruction
dc.subject.classificationEducation--Language and Literature
dc.subject.classificationEducation--Higher
dc.titleThe Play of Silence and Talk in Difficult Conversations about Literary Texts
dc.typedoctoral thesis
thesis.degree.disciplineEducation Graduate Program – Educational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
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