Drawing on Laurel Richardson’s writing as a method of inquiry and bell hooks’s assertion that love is an action, this autoethnographic piece explores the challenges and possibilities of love in audiology education. Working in an allied health discipline where positivism remains the dominant voice and emotions are traditionally left at the door, the author attempts to confront the biases and influences that have shaped her teaching practices as an audiology academic. In doing so, she considers the benefits and consequences that might arise from choosing to foreground love in the education of audiology students.
Eloise Doherty (Thu,) studied this question.