In Williams' and McKenna's piece on Negotiating Subject Positions in a Service-Learning Cintext: Toward a Feminist Critique of Experiential Lerning, the authors examine how students may experience silence as a mechanism of oppression both in the process as an issue in the classroom, and also as an issue in content while journaling independently.
As educators/teachers, how can we help those students that feel silenced emerge int he classroom to feel comfortable in participating in class discussion? What can we do as facilitators make all students feel connected to the discussion and comfortable in sharing their ideas in correlation to the service-learning component even if they were not able to participate?
Hopefully my question makes sense =) see you Wednesday!
-Maggie
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