Unmuted: The racial politics of silent classrooms

Abstract

Instructional resources often assume that students learn best when they have access to a quiet environment. This article interrogates silence’s presumed objectivity and innocuousness as the sonic backdrop for schooling. I argue that norms and expectations around silence in schools in the United States (US) inscribe a sonic color line. Such standards codify white, middle-class ways of sounding as an indicator of rationality. Simultaneously, they construct other ways of being sonically, particularly those traditionally associated with Black cultural norms, as generally unfit for school. The sanctioning of silent comportment in schools likely affects the academic achievement and sense of belonging of students whose sonic cultures differ from the schools’. I illustrate my argument with examples from classroom management resources published between 2001 and 2021. While silence’s role in constructing raced, gendered, and classed subjectivities prevails across school subjects, I focus specifically on materials for music educators. This school subject emphasizes sound production and reception, which makes its resources particularly explicit about sound management. I conducted a close reading of the materials informed by Foucault’s (1980, 1978/1991) approach to the analysis of discourses, paying close attention to how silence-related norms and expectations shape students’ academic and ontological horizons. By mapping out silence’s role in producing a racial color line, this article underscores the central role that anti-Blackness continues to play in US schools nearly 70 years after school segregation was ruled unconstitutional.