This study introduces "listening literacy" as a theoretical framework for democratic teacher education, responding to increasing political polarization and declining civic discourse in American society. Drawing from Indigenous pedagogies, Deweyan philosophy, critical pedagogy, and culturally sustaining practices, listening literacy positions active listening as both a pedagogical skill and democratic value. The framework emphasizes centering student voice, building classroom community, and positioning learners as experts and civic actors. In the instrumental case study of the "Perspectives on Extraordinary Teaching" (POETs) graduate course on which the authors report in this article, researchers employed a "listening literacy" framework and "listening pedagogies" to explore preservice and early career teachers' ideas about "extraordinary" teaching, ultimately identifying insights into these educators' notions of democracy-focused instruction. Researchers analyzed journal entries from preservice and in-service teachers across three years, following participants' use of photovoice (a listening pedagogy) with secondary students as part of a critical project-based clinical experience that called on youth to illustrate and describe their own ideas about extraordinary teaching. Findings revealed four themes: reconceptualizing teacher roles from authoritarian to collaborative; building inclusive classroom communities; implementing authentic, creative pedagogies; and intentionally centering student voice. Results demonstrate that listening literacy prepares teachers to view extraordinary teaching and democratic engagement as aligned, fostering skills essential for democratic participation, including respectful dialogue, critical thinking, and empathic consciousness. The study suggests that in an era of political division, teacher education must explicitly prepare educators as democratic agents, using listening pedagogies to model respectful engagement across differences and prepare students for active citizenship.
Zenkov et al. (Tue,) studied this question.