This book presents fragments of sound and listening as sites of learning and knowledge production. The goal in sharing this performance of listening is to create opportunities for recognition, to invite further listening in educational contexts, and to employ listening as an opportunity for transforming and re-imagining educational spaces and interactions.

Co-authored with Aubrey Huber, this book uses the metaphors of practice spaces and practice sessions to demonstrate the connection between creative and performance practices, and critical pedagogy. It offers a conceptual framework for using performance and creative practices as starting points for developing philosophies and practices of teaching that are grounded in aesthetic, creative, and critical approaches to education. This book is designed for teachers and students interested in critical pedagogy, performance, and creative educational practices.

This book offers an alternative theory of listening – as a performative act, or as a relational stance and performance in which listeners ethically engage in an act of learning from others across difference. This theory emerges from an interdisciplinary approach to performance studies, communication, musicology, and critical pedagogy in order to present a nuanced theory of listening as performance that is always linked to questions of context, individual experiences, and cultural expectations.