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In literacy instruction, listening is frequently given lip service but limited attention. In the preparation of pre-service teachers, though, glossing listening undermines its significance as a discursive skill critically important in teachers’ ability to strategically work for change within educational systems. Drawing on data from two interactional ethnographic studies over five years focused on how pre-service English language arts teachers learned to listen in diverse secondary classrooms, we identify concrete radical listening methods for teaching beginning teachers how attention to listening in micro-interactions offers ways of responsively adjusting instruction and successfully negotiating the challenges that inevitably arise as they work to teach for justice and equity.