Learning at the “boundaries”: radical listening, creationism, and learning from the “other”
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In our forum contribution to Federica Raia’s manuscript (2012) on learning at the boundaries, we propose that using radical listening in the science education classroom, especially when contentious issues such as evolution are discussed, helps stakeholders learn from each other’s values and viewpoints and contributes to bridging divides.
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- Learning at the “boundaries”: radical listening, creationism, and learning from the “other”
Cultural Studies of Science Education
Volume 8, Issue 1 , pp 39-49
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