Towards a Contemporary Canadian Jewish Pedagogy of Listening
DOI:
https://doi.org/10.25071/1916-0925.40373Abstract
Listening as a field is relatively new, with little research into the teaching of listening or Jewish conceptualizations of listening. A Canadian Jewish framework for teaching listening can provide pathways towards healing from trauma, amplifying diverse perspectives in the context of multiculturalism, and advancing reconciliation. Furthermore, developing and implementing a Canadian Jewish pedagogy of listening could equip teachers, students, and their communities to better thrive in challenging environments, engage across differences, and feel appreciated. If deployed widely, these approaches have the potential to make a substantial impact beyond the Canadian Jewish community, both nationally and in the field of listening as a whole, at a time of rising disagreement, adversity, and tension.
Downloads
Published
How to Cite
Issue
Section
License
Canadian Jewish Studies/ Études juives canadiennes is a journal dedicated to the open exchange of information; therefore the author agrees that the work published in the journal be made available to the public under a Creative Commons Attribution-Noncommerrcial-No Derivative Woks 4.0 Unported License. The publisher (Association for Canadian Jewish Studies / Association des études juives canadiennes) recognizes the author's intellectual property rights. The author grants the publisher first serial publication rights and the non-exclusive right to mount, preserve and distribute the intellectual property. The journal is digitized and published on the open access website http://pi.library.yorku.ca/ojs/index.php/cjs/index.