Beyond participation: reimagining silence as pedagogical presence in the university seminar

Silence in higher education seminars is frequently interpreted through deficit frames, particularly within classroom cultures that privilege rapid, confident speech as a marker of participation. This article examines silence as a form of pedagogical presence and explores the quieter ways students engage in seminar learning. Drawing on reflective-practitioner inquiry, the study analyses learning journals, observational field notes, and focus group discussions to examine how students use silence within seminar learning. Reflexive thematic analysis informed the development of the Seven Dimensions of Silent Presence, a framework for understanding quieter forms of participation in seminar learning. The findings suggest that silence often signals active engagement rather than withdrawal, challenging speech-centred assumptions equating participation with verbal fluency. The framework offers a way to recognise quieter forms of participation and support more inclusive seminar pedagogy in higher education.