This essay reflects upon how teaching with podcasts—as well as students’ creation of audio self-portraits, audio character portraits, and digital presentations of Indigenous playwrights’ work—directed both students and professor to consider identity and positionality in new ways. Riffing on rhetorics of the ocular vs the aural in discussions of identity, performance, and embodiment, here transcultural and transdisciplinary connections emerge to consider listening as a technology for relationality.

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