Abstract

In this article I explore the idea of radical listening as embodied pedagogy. I highlight the ways that radical listening can include listening to our bodies and their histories, explore the type of listening is that needed when the insights that are offered from the body are deeply personal, and question how embodied teaching might require rethinking student listening. Using my own experiences (and the context of patriarchy) as an example, I offer for analysis layered narratives and theater metaphors in order to push radical listening into personal experience. Along the way I highlight the challenges and benefits of combining radical listening, teaching and autoethnographic knowledge.

Keywords: Autoethnography, radical listening, embodied knowledge, personal narrative, college teaching.

How to Cite:

Ali-Khan, C., (2016) “Dirty secrets and silent conversations: Exploring radical listening through embodied autoethnographic teaching.”, International Journal of Critical Pedagogy 7(3).