The findings indicate that as educators, we need to shift our gaze away from the individual to look at how systemic factors such as race, class, and gender may play a significant role in silencing people. As opportunities are created for students to engage in decision-making and to represent their interests, we need to be aware of who is speaking and who is choosing to remain silent. Together, educators and students need to analyze the roots of silence, rather than attributing it to shyness or a lack of confidence. To begin this process, perhaps a literacy worker could speak with individual students after meetings to see if they spoke when they wanted or needed to express themselves. If the student chose not to speak, it would be beneficial to explore the issue of silence with the individual and, at a later date, with the group so that students and staff have a deeper understanding. Gradually, more opportunities could be created within and perhaps outside of programs for students to move from silence into speech. For instance, literacy programs could organize safe spaces for students to come together to talk about their experiences and their issues. Perhaps, in time, students could collectively make presentations at community and public forums on issues which personally affect them as a group.

1. Unless otherwise noted the quotes are taken from the author's Fieldnotes.

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