Abstract

Joe L. Kincheloe always acknowledged the many influences that he had in the works of Paulo Freire, the Frankfurt School, Michel Foucault, feminists of many colors, and W.E.B. Dubois, among many others including his peers and colleagues (Kincheloe, 2008). That his work has had far-reaching impact is evident in the efforts made by next-generation scholars around the globe to acknowledge him and the many ways in which their theory and praxis were guided by his personage and his scholarship (Agnello & Reynolds, 2016). It is interesting that Joe did not write about radical love , but I believe as do others who knew him that he just did not have time to write all that he had outlined and in production, if not being inscribed, then for sure in his head. This paper makes connections between the precepts that Joe carefully outlined as ten dispositions of teachers as researchers and the enactment of radical love as an important characteristics forming the radical listener, which Joe personified so unselfishly.  Radical love for the purposes of this paper is defined as dedicated to, want the best for, concerned about, care for, encourage, support, connect with, recognize, praise, guide, inspire, be inspired by, humanize interrelations with, go beyond the call of duty for, stick up for, protect, mentor, work with for world transformation. If teachers manifest these qualities, they would indeed possess the dispositions to be radical listeners as they reflect on the important work they do with their students.

Keywords: teachers as researchers, radical love, enactivating radical love, teacher dispositions, enactivism

How to Cite:

Agnello, M., (2016) “Enactivating Radical Love”, International Journal of Critical Pedagogy 7(3).