Perceptions, contexts, uses and meanings of silence in Setswana

Bagwasi, Mompoloki Mmangaka

doi:10.1080/13696815.2012.696783

Cited by 2 publications

(5 citation statements)

References 8 publications

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“…In the Botswana context, cultural practices and expectations embedded in Setswana identity could initially make Batswana students unable to participate meaningfully in PBL tutorials. This especially relates to silence as a form of communicative behavior [ 56 ]. As Bagwasi [ 56 ] argues, this interconnectivity between language and culture is reflected in the Setswana belief system, perceptions, behaviors, and speech acts.…”

Section: Discussionmentioning

confidence: 99%

“…This especially relates to silence as a form of communicative behavior [ 56 ]. As Bagwasi [ 56 ] argues, this interconnectivity between language and culture is reflected in the Setswana belief system, perceptions, behaviors, and speech acts. Central to these factors is the principle of Botho , which is a Setswana word for “respect, good manners, and good character” [ 43 ].…”

Section: Discussionmentioning

confidence: 99%

“…Central to these factors is the principle of Botho , which is a Setswana word for “respect, good manners, and good character” [ 43 ]. In the Setswana culture, silence can indicate subordination and politeness in relationships between children and adults and between men and women [ 56 ]. Children especially are expected to “remain silent in the presence of adults as a sign of subordination, respect, and humility” [ 56 ], placing children at the bottom of the social strata and socializing them not to be heard [ 56 ].…”

Section: Discussionmentioning

confidence: 99%

“…In the Setswana culture, silence can indicate subordination and politeness in relationships between children and adults and between men and women [ 56 ]. Children especially are expected to “remain silent in the presence of adults as a sign of subordination, respect, and humility” [ 56 ], placing children at the bottom of the social strata and socializing them not to be heard [ 56 ]. This cultural practice could pose challenges when students, who have traditionally been socialized to be silent, are suddenly expected to have a voice in the learning process.…”

Section: Discussionmentioning

confidence: 99%

“…This cultural practice could pose challenges when students, who have traditionally been socialized to be silent, are suddenly expected to have a voice in the learning process. Furthermore, whereas in Western culture, it is understood that one may respectfully interrupt a speaker to express a contrary view, in Setswana, interrupting, or “ go tsena ganong ” (getting into the mouth of the speaker) [ 56 ] is viewed as poor manners and disrespectful. This predisposition may limit the possibility of having an active and engaging discussion, and could thus contribute to some students deferring to talkative students and remaining silent.…”

Section: Discussionmentioning

confidence: 99%

See 4 more Smart Citations

Sociocultural factors affecting first-year medical students’ adjustment to a PBL program at an African medical school

Kebaetse,

Griffiths,

Mokone

et al. 2024

BMC Med Educ

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Background Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the first semester of an undergraduate problem-based learning medical program at an African medical school. Method We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self-direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research-informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem-based learning process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Sociocultural factors affecting first-year medical students’ adjustment to a PBL program at an African medical school

Kebaetse,

Griffiths,

Mokone

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

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Conversational silence, reconsidered

Klieber

2024

Theoria

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In ‘Conversational Pressure. Normativity in Speech Exchanges’ (2020), Sanford Goldberg discusses the significance of conversational silence, arguing that, absent certain defeating conditions, we have a general entitlement to assume that somebody who remains silent in a conversation doesn't reject what was said. Call this ‘No‐Silent‐Rejection’ (NSR). I reconsider Goldberg's account of conversational silence by arguing that silence cannot be explained via a universal claim like NSR: I show that there are at least some examples where, absent defeating conditions, silence doesn't communicate assent—argue that my account of silent conversational implicature can meet and better capture the complexity of silences.

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Perceptions, contexts, uses and meanings of silence in Setswana

Cited by 2 publications

References 8 publications

Sociocultural factors affecting first-year medical students’ adjustment to a PBL program at an African medical school

Sociocultural factors affecting first-year medical students’ adjustment to a PBL program at an African medical school

Conversational silence, reconsidered

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