Add to ORKGWe are a microcosm of the political power struggles in the world. Unexpected learnings can come from classroom “difficulties”. Listening actively to the outcast parts of ourselves can connect us with a powerful, renewable, life-affirming energy that makes us fully alive and fills our classes with joy
We live in times of social, mental and environmental crisis. Can we learn to listen better to voices...
The objective for this program of research was to retrospectively, narratively, and autobiographical...
Narrative inductive accounts of my teaching practices create a compelling medium for exposing and ch...
We are a microcosm of the political power struggles in the world. Unexpected learnings can come from...
In this paper, we propose embodied listening as pedagogical praxis in which we are receptive to how ...
Learning to live from a place of love, freedom, and confidence in a world that tells us we are not e...
The journey leading to today has been long and arduous. The irony of the situation is the manner in ...
Listening to stories of suffering can be difficult, painful, and even traumatic. Yet listen we do a...
As a teacher, the author related Rollo May’s ideas about power to her classroom experience. This art...
Teaching is a call to the sacred in life, for it is the field of self-knowing and ultimately of tra...
How do we teach democracy when participation was historically limited, and when people are still dis...
Isn’t the purpose of “education” about living outside the walls of our classrooms and schools? Yet, ...
In response to a culture of polarized argument, this paper shows a way to provide people with practi...
Within the classroom, feelings of alienation can adversely affect students’ ability to speak, and th...
We live in a liquid society, everything is fluid, including our social relations. Through the cajón,...
We live in times of social, mental and environmental crisis. Can we learn to listen better to voices...
The objective for this program of research was to retrospectively, narratively, and autobiographical...
Narrative inductive accounts of my teaching practices create a compelling medium for exposing and ch...
We are a microcosm of the political power struggles in the world. Unexpected learnings can come from...
In this paper, we propose embodied listening as pedagogical praxis in which we are receptive to how ...
Learning to live from a place of love, freedom, and confidence in a world that tells us we are not e...
The journey leading to today has been long and arduous. The irony of the situation is the manner in ...
Listening to stories of suffering can be difficult, painful, and even traumatic. Yet listen we do a...
As a teacher, the author related Rollo May’s ideas about power to her classroom experience. This art...
Teaching is a call to the sacred in life, for it is the field of self-knowing and ultimately of tra...
How do we teach democracy when participation was historically limited, and when people are still dis...
Isn’t the purpose of “education” about living outside the walls of our classrooms and schools? Yet, ...
In response to a culture of polarized argument, this paper shows a way to provide people with practi...
Within the classroom, feelings of alienation can adversely affect students’ ability to speak, and th...
We live in a liquid society, everything is fluid, including our social relations. Through the cajón,...
We live in times of social, mental and environmental crisis. Can we learn to listen better to voices...
The objective for this program of research was to retrospectively, narratively, and autobiographical...
Narrative inductive accounts of my teaching practices create a compelling medium for exposing and ch...