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Begin: Audre Lorde – Listening to Silences

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Begin: Audre Lorde – Listening to Silences

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“What I most regretted were my silences.”
“Your silence will not protect you.”
“It is not difference which immobilizes us, but silence.”

Why: Silence shapes classrooms, policies, and lives.

Embodiment: Sip tea as you listen inward.

Reflection Prompts:

What silence are you ready to name or explore?

What story does EFL still need from you?

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"The Transformation of Silence into Language and Action" - Audre Lorde

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Echo & Close: Shin Kyung-sook – The Harmonium

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Echo & Close: Shin Kyung-sook – The Harmonium

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Seed Reflection:

In “The Place Where the Harmonium Was,” memory resounds in objects and silences: a blind calf, a rural childhood, a forgotten affair. Shin’s prose reminds us of echoes that linger, half-said, half-remembered.

Embodiment: Harmonium music

Reflection Prompts:

What silent harmonium lives inside your teaching or learning?

What untended spaces remain—moments, relationships, or stories

How might you listen to those echoes (sketching, journaling, walking, gathering leaves)?

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Amazing Harmonium Performance by Olivia Chaney: Waxwing

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We end gently, with space for each of us to:

Share one echo you are carrying forward

Offer a word of support for our community

Leave at your own pace—in silence, or with music

✨ Listening together, we make room for voices often unheard.

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Explore: Kevin Kumashiro – Unlearning & Discomfort

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Explore: Kevin Kumashiro – Unlearning & Discomfort

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Our next text is an excerpt from Kevin Kumashiro’s “Against Common Sense.” A chance to look at expertise, unlearning and the continuous fostering of the ‘beginner’s mindset.’

🖋️ Excerpt from Kevin Kumashiro, Against Common Sense (Introduction):

1. Learning involves not only knowledge acquisition, but unlearning as well—unlearning what we think we know about teaching, learning, and what it means to be a good student or teacher. This process often involves discomfort: confronting our own assumptions, challenging cherished beliefs, and recognizing complicity in systemic inequities.

2. Teaching is not about mastering content or managing classrooms. It is about engaging contradictions, navigating uncertainty, and inviting transformation—of ourselves, our students, and the systems we inhabit.

Why: Rethink “common sense,” notice resistances, and embrace the beginner’s mindset.

Embodiment: Surround yourself with the discomfort of silence

Reflection Prompts:

What assumptions about teaching or learning might you unlearn?

Where does discomfort signal transformation?

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Kevin Kumashiro’s “Against Common Sense.”