Document Type

Peer-Reviewed Article

Publication Date

2016

Journal Title or Book Title

International Journal of Critical Pedagogy

Volume

7

Issue

3

Version

Publisher's PDF

Publisher's Statement

Those wishing to reproduce all or part of any material published on this website are asked to acknowledge the International Journal of Critical Pedagogy. Authors must transfer copyright of their article to IJCP at time of manuscript submission. Authors may use all or parts of their work in any future publication with the article's origin in IJCP acknowledged in the customary manner.

Abstract

At the 2014 annual meeting of the American Educational Studies Association (AESA), a group of scholars convened a panel honoring the life and work of Joe L. Kincheloe at the five-year anniversary of his passing. Dozens of scholars from around the world attended and engaged in a discussion about Kincheloe’s influences on their work and his contributions to critical pedagogy and educational scholarship more broadly. From that session, Mary Frances Agnello and William Reynolds recruited authors to contribute to an edited volume about Joe Kincheloe’s contributions to teacher education (Agnello & Reynolds, 2015). One of these authors was Tricia Kress who (with Melissa Winchell and Kenneth Tobin) wrote a chapter further developing Joe Kincheloe’s notion of radical listening (Winchell, Kress, & Tobin, 2015).

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