Exploring Listening Frequencies through Listening For, Listening With, and Consciousness Formation Archetypes: The Case of Relational Inclusive Education Situatedness

Autor/inn/en	Padilla, Alexis; Vasile, Pamela; Kamil; Tan, Paulo
Titel	Exploring Listening Frequencies through Listening For, Listening With, and Consciousness Formation Archetypes: The Case of Relational Inclusive Education Situatedness
Quelle	In: Multiple Voices: Disability, Race, and Language Intersections in Special Education, 21 (2021) 2, S.48-65 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Listening Skills; Teacher Student Relationship; Neurological Impairments; Consciousness Raising; Student Placement; Educational Objectives; Goal Orientation; Inclusion; Educational Policy; Individualized Education Programs + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Neurodegenerative Erkrankung; Bewusstseinsbildung; Schülerpraktikum; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Inklusion; Politics of education; Bildungspolitik; Individualized education program; Individualisierendes Lernen
Abstract	The purpose of this essay is to identify and interrogate listening practices, which can restrict and facilitate educators' capacity to authentically care for neurodiverse students and their families. We reconceptualize listening as integral to consciousness formation by unveiling our own listening experiences as parents and collaborative activists. Conscious listening opens listeners to the exploration of divergent realities, and marks a subversive shift in consciousness-raising. Through counter-narrative methods, we describe our experiences related to listening and consciousness formation in the context of meetings with educators about children's placements, goals, and transitions. Naming common themes across our diverse narratives helped us ascertain the unique modes of listening required for authentic caring, relational enactment, and continually sustained transformations in the face of unfavorable listening environments and inclusive education policy. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. Great Lakes Equity Center. Indiana University School of Education-IUPUI, 902 W. New York St., Indianapolis, IN 46202. Tel: 317-278-3493; e-mail: mvjourn@iupui.edu; Web site: https://meridian.allenpress.com/mvedel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01