From Hearing to Understanding: Navigating Cultural and Contextual Differences in Listening with Care

Abstract

This study utilised the theoretical framework of care ethics to investigate how cultural and contextual factors influence the ways educators from different global higher education contexts listen to students. The research was conducted by an international team of early- and middle-career academics from Canada, Australia, and China, each bringing diverse cultural and academic backgrounds to the inquiry. Two questions were explored using a qualitative reflective inquiry methodology: Why and how do we listen to students? Through a participatory process of inter-relational reflexivity, the authors analysed their listening practices to uncover individual (I-position) and collective (We-position) perspectives. Reflexive thematic analysis was used as an analytical tool, drawing on principles of care ethics theory to emphasise the importance of listening to understand rather than evaluating or comparing. The findings indicate that while listening is universally valued, its practice varies across cultural and institutional contexts. A range of I-positions and We-positions are presented and discussed across five themes: trust, cultural diversity, why we listen, listening practices, and hierarchy. The study concludes with a proposed framework that integrates care ethics into listening practices, aiming to enhance educational experiences and the ability to engage in cross-cultural scholarly dialogue for both students and educators.