Listening: A Framework For Teaching Across Differences

L I S T E N I N G LISTENING A FRAMEWORK FOR TEACHING ACROSS DIFFERENCES Katherine Schultz FOREWORD BY Frederick Erickson Teachers College Columbia University New York and London Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright  2003 by Teachers College, Columbia University All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. Library of Congress Cataloging-in-Publication Data Schultz, Katherine. Listening : a framework for teaching across differences / Katherine Schultz ; foreword by Frederick Erickson. p. cm. Includes bibliographical references and index. ISBN 0-8077-4378-X (cloth : alk. paper) — ISBN 0-8077-4377-1 (pbk. : alk. paper) 1. Effective teaching. 2. Listening. 3. Teacher-student relationships. I. Title. LB1027.S36638 2003 371.39—dc21 2003050771 ISBN 0-8077-4377-1 (paper) ISBN 0-8077-4378-X (cloth) Printed on acid-free paper Manufactured in the United States of America 10 09 08 07 06 05 04 03 8 7 6 5 4 3 2 1 To L. John Trott (1927–2000), who led so many of us into teaching. John Trott taught me to listen to the rhythms of nature and the stillness of silence. He taught me how to fill my teaching and life with stories. Contents ix Foreword by Frederick Erickson xiii Acknowledgments 1. Locating Listening at the Center of Teaching Who Should Read This Book? Foundations of This Research Taking a Listening Stance Transforming the Teacher’s Role Plan of the Book 1 2 5 6 14 16 2. Listening to Know Particular Students Research Context Roderick: Listening to a Student Through Drawing Kenya: Listening to a Student Through Writing Listening to Particularities in Context 19 22 23 29 33 3. Listening to Classrooms: Rhythm and Balance Learning to Listen for Rhythm and Balance Research Context Listening for Rhythm: A (Nearly) Silent Discussion Listening for Balance: Recreating Harmony Participation in a Democratic Community 39 42 46 51 58 73 4. Listening to the Social, Cultural, and Community Contexts of Students’ Lives Attending to the Larger Context Research Context The First Dilemma: Censorship and School Topics The Second Dilemma: Making the Private Public Bringing Outside Writing Into the School Curriculum 76 77 81 83 91 98 vii viii Contents After Graduation Out-of-School Learning and Literacies 102 103 5. Listening for Silence and Acts of Silencing At Summit School Research Context Portraits of Silence The Shutting Down of Conversations by Individuals Silencing Through the Enactment of a Color-Blind Discourse Silencing Through the Enactment of School-Wide Practices and Policies Noticing and Addressing Silence 109 110 111 113 121 131 6. Listening to Learn to Teach Going Beyond the Dichotomy of Traditional and Progressive Pedagogy Placing the Current Educational Climate in Perspective Research Context Framing Listening for Student Teachers Demonstrating Listening to Teach in the Midst of Interaction Listening With the Ear, the Mind, and the Heart 142 Notes 173 References 175 Index 187 About the Author 197 136 139 144 144 146 147 162 168 Foreword FREDERI