Radically Listening to Radical Love: Toward Enactivism in Education and Educational Research

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).