Deep Listening as Bridge-Building in School-Community Partnerships

Autor/in	Greenhalgh-Spencer, Heather
Titel	Deep Listening as Bridge-Building in School-Community Partnerships
Quelle	In: Educational Theory, 72 (2022) 6, S.793-811 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12561
Schlagwörter	Listening; School Community Relationship; Partnerships in Education; Ethics; Caring; Trust (Psychology); Power Structure; Change + Suchen Sie Ihr Suchwort? Hörvorgang; Zuhören; Hochschulpartnerschaft; Ethik; Care; Pflege; Sorge; Betreuung; Wandel
Abstract	In this article, Heather Greenhalgh-Spencer argues that deep listening is the foundational component of bridge-building; that it is deep listening that foments the trust and desire for action that undergirds our building of bridges. While "listening" is not a new topic, Greenhalgh-Spencer adds to the literature by expanding on what are the essential components of the kind of listening--which she calls "deep listening"--that can lead to ethical action, change, and connection. She identifies desire, care, acknowledgment of difference, acknowledgment of power, and courage as the key components of this form of listening. Furthermore, she aims to provide concrete examples of how deep listening enables--in fact, is the primary foundation for--bridge-building. She begins the article by defining "deep listening" and then moves to an example of deep listening in action, one taken from the context of community-engaged partnerships--a type of bridge-building in which university faculty create partnerships with community members. In taking this approach, Greenhalgh-Spencer provides a clear illustration of the essential role deep listening plays in the ethical bridge-building process. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01