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Practicing Critical PedagogyTeaching/Learning Radical Listening: Joe’s Legacy Among Three Generations of Practitioners

Practicing Critical Pedagogy: Teaching/Learning Radical Listening: Joe’s Legacy Among Three... [In this chapter, three generations of critical educators who have learned from Joe’s legacy put side-by-side their experiences with coming to, teaching with, and learning from radical listening. In doing so, the authors explore radical listening via their work in graduate, undergraduate, and high school contexts, offering a definition of radical listening as praxis that aims to inspire other practitioners to listen for, and within, difference. The chapter illuminates the ways in which radical listening is a needed resistance to the loquacious contexts in which we teach and research, even—and especially—in critical contexts, in which particular perspectives can be ignored or marginalized. In listening to one another’s radical listening attempts, practices, and failures, the authors highlight how the praxis positions them again and again as learners-teachers. Keywords: radical listening, critical constructivism, praxis] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Practicing Critical PedagogyTeaching/Learning Radical Listening: Joe’s Legacy Among Three Generations of Practitioners

Part of the Critical Studies of Education Book Series
Editors: Agnello, Mary Frances; Reynolds, William Martin
Winchell, Melissa; Kress, Tricia M.; Tobin, Ken
Practicing Critical Pedagogy — Dec 23, 2015
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13 pages

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References (7)

Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2016
ISBN
978-3-319-25845-4
Pages
99 –112
DOI
10.1007/978-3-319-25847-8_10
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, three generations of critical educators who have learned from Joe’s legacy put side-by-side their experiences with coming to, teaching with, and learning from radical listening. In doing so, the authors explore radical listening via their work in graduate, undergraduate, and high school contexts, offering a definition of radical listening as praxis that aims to inspire other practitioners to listen for, and within, difference. The chapter illuminates the ways in which radical listening is a needed resistance to the loquacious contexts in which we teach and research, even—and especially—in critical contexts, in which particular perspectives can be ignored or marginalized. In listening to one another’s radical listening attempts, practices, and failures, the authors highlight how the praxis positions them again and again as learners-teachers. Keywords: radical listening, critical constructivism, praxis]

Published: Dec 23, 2015

Keywords: Critical Pedagogue; Private High Education; Radical Listening; Teacher Education Student; Social Efficiency

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