Teaching/Learning Radical Listening: Joe’s Legacy Among Three Generations of Practitioners

  • Melissa WinchellEmail author
  • Tricia M. Kress
  • Ken Tobin
Part of the Critical Studies of Education book series (CSOE)


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


Critical Pedagogue Private High Education Radical Listening Teacher Education Student Social Efficiency 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Humanities and Fine ArtsMassasoit Community CollegeBrocktonUSA
  2. 2.College of Education and Human DevelopmentUniversity of Massachusetts BostonBostonUSA
  3. 3.The Graduate CenterCity University of New YorkNew YorkUSA

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