Abstract:<p>In this paper, we propose embodied listening as pedagogical praxis in which we are receptive to how our whole bodies are involved in communicating with each other. Embodied listening disrupts what we call “speech-as-presence”—normative expectations of student participation emphasizing verbal contributions and privileging particular bodies. These expectations contribute to the reproduction of oppressive logics at work in classrooms—racism, hetero-patriarchy, white feminism, masculinism, ableism, coloni… Show more
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