Critical Listening and Authorial Agency as Radical Practices of Care

Abstract

Abstract Listening is often a unidirectional practice in North American music education, one that is used as a functional tool to help uncover the “right” or “best” answer to a posed question. Listening, however, can also be reframed as a multidimensional process wherein viewpoints and possibilities that represent the plurality of the world are explored. Through practical examples, this chapter considers the ways in which listening in both musical and dialogical encounters can serve as opportunities to honor and engage with the voices and experiences of students. When viewed as an opportunity to inquire into difference, such practices can help both students and educators question taken-for-granted norms, engage in musical risk-taking, and work toward more complex understandings of their experiences together through music.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.