ABSTRACTInspired by challenges we faced in an undergraduate community-literacy cohort, we theorize “epideictic listening” as an important concept for articulating the range of listening strategies necessary both for our work in local public schools and for sustaining the cohort’s internal cohesion. Through critical reflection, we (faculty and student coauthors) offer a definition of “epideictic listening” that draws from, but also distinguishes itself from, other theoretical frameworks, such as rhetorical listening and community listening. We situate epideictic listening within the larger rhetorical tradition of epideixis. We end with a concrete application for epideictic listening—the debrief—and gesture toward the larger significance for epideictic listening in community settings.KEYWORDS: Debriefepideictic listeningepideixisethosrhetorical listening Disclosure StatementNo potential conflict of interest was reported by the author(s).

This essay theorizes a pedagogy of responsibility as an alternative to place-based and critical pedagogies that offers to ground students in deep ethical obligation. Using Emmanuel Levinas’s ethics, I suggest that place may function as a trace of the Other that reminds the self of her responsibility. By analyzing a case study of a place-based college writing assignment, I demonstrate how a pedagogy of responsibility cultivates students’ responsibility for engaging others in ethical, rhetorical response.