Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries

Doerr-Stevens, Candance; Buckley-Marudas, Molly

doi:10.18251/ijme.v21i1.1735

Cited by 6 publications

(4 citation statements)

References 29 publications

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“…In these approaches, scholars often take up sonic and aural phenomena like resonance, vibration and reverberation as heuristics for making sense of entangled literacy phenomena in place-based settings (Petchauer, 2021; Brownell et al , 2018; Gershon, 2018; Gallagher et al , 2017). Furthermore, embodiment, emergence and multimodality are often prioritized in these accounts, particularly for the ways they work throughout affective and more-than-human processes of writing, composing and sense-making (Petchauer, 2020; Dernikos et al , 2023; Brownell and Wargo, 2017; Doerr-Stevens and Buckley-Marudas, 2019; Ceraso, 2018; Gallagher et al , 2017; Hackett and Somerville, 2017; Wargo, 2017; Wargo and Clayton, 2018).…”

Section: Background Literature: Literacy Songwriting and Soundmentioning

confidence: 99%

Sonic play: on the B-side of literacy and songwriting

Petchauer,

Harvey,

Ybarra

2023

ETPC

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Purpose This paper aims to explore sonic play in close proximity to a music, literacy and songwriting for social change community-based initiative. The authors leverage ideas about time, space and narrative under the concept of sonic flux to understand youth’s sonic and aural play on digital beatmaking technologies. In doing so, the authors break from a fixation on the written and spoken word and address sound, aurality and Blacktronika creative technologies that are often present but muted in literacies and songwriting scholarship. Design/methodology/approach The authors’ team consisted of three community-based teaching artists who situated this inquiry around their own practice with youth. The authors conducted this inquiry through a qualitative, participatory and community-engaged research approach. As such, the authors codeveloped and carried out research questions and sense-making protocols that balance the power of interpretation and epistemologies among us. Findings The findings address how the joy, laughter and play of one young musician, Malik, moved across different conceptions of time while learning to make beats in proximity to peers writing lyrics for songs. Specifically, the authors unpack how Malik’s play with mobile sound-making technologies moved across linear and nonlinear time that characterize sonic space and sound art, not music and lyric writing. In doing so, the loops and durations of his sonic play were sometimes unbound by narrative structures that often code literacy and songwriting initiatives. Originality/value The authors’ inquiry speaks into literacy and songwriting initiatives that privilege spoken, written and performed word over sound. The authors ask what kind of participating structures, collaborations, ontologies and youth epistemologies open up if we think of youth in these spaces not only as performers but as programmers tinkering with time in the machine. In addition, the authors ask what literacy and songwriting spaces might look like when the duration, loops and drones of sonic space and not music are the structuring codes over narratives and linearity.

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Section: Background Literature: Literacy Songwriting and Soundmentioning

confidence: 99%

Sonic play: on the B-side of literacy and songwriting

Petchauer,

Harvey,

Ybarra

2023

ETPC

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“…The role of sound provides powerful insights into qualitative inquiry in educational context (Ceraso, 2014;Gershon, 2017). Several contemporary studies of how students compose and learn with and through sound have broadened the sonic spectrum for multimodal meaning-making (Doerr-Stevens and Buckley-Marudas, 2019;Gershon, 2017;Petchauer, 2020;Wargo, 2018). By expanding the existing literature exploring sound and literacy practices, this study focuses less on how students compose and record sound in learning environments.…”

Section: Related Literature: Soundscapes and Multimodalitymentioning

confidence: 99%

Bus riding leitmotifs: making multimodal meaning with elementary youth on a public school bus

Garcia

Robillard

Suzara

et al. 2021

ETPC

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Purpose This study explores student sensemaking based on the creation and interpretation of sound on a public school bus, operating as a result of a desegregation settlement. To understand these multimodal literacy practices, the authors examined students’ journeys, sonically as passengers in mobile and adult-constructed space. Design/methodology/approach As a qualitative study, the authors used ethnographic methods for data collection. Additionally, the authors used a design-based research approach to work alongside students to capture and interpret sound levels on the bus. Findings Findings from this study illustrate how students used sounds as a means to create community, engage in agentic choices and make meaning of their surroundings. Moreover, students used sound as a way around the pervasive drone of the bus itself. Research limitations/implications Research implications from this study speak to the need for research approaches that extend beyond visual observation. Sonic interpretation can offer researchers greater understanding into student learning as they spend time in interstitial spaces. Practical implications This manuscript illustrates possibilities that emerge if educators attune to the sounds that shape a learner’s day and the ways in which attention to sonic design can create more equitable spaces that are conducive to students’ learning and literacy needs. Originality/value This study demonstrates the use of sound as a means of sensemaking, calling attention to new ways of understanding student experiences in adult-governed spaces.

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“…Many of the studies have focused on the educational field, especially in countries such as the United States, Canada, the United Kingdom, Spain, and Brazil (Celaya et al 2020), and from different perspectives, such as medical training (Bednarczyk et al 2014;Grock et al 2017;Chin et al 2017), the use of podcasts in higher education (Hew 2009;Abdoli-Sejzi et al 2015;Merhi 2015;Ausín et al 2016;Blomgren 2018;Dobinson and Bogachenko 2018;Ifedayo et al 2021), language learning (Laaser et al 2010;Dos Reis and Gomes 2014;Fouz-González 2018;Gómez-Barrios and Palma-Velásquez 2020;Kornieva and Vashchylo 2019), podcasts as a tool for assessment during confinement by COVID-19 (Halabi 2021), as well as from more general approaches related to the design of podcasts with educational applications (García-Peinazo 2018;Drew 2017). Other authors have based their research on the social empowerment provided by podcasts in workshops for individuals with intellectual disabilities (Cortés-Fuentes and Correyero-Ruiz 2017), the use of this medium to inform about science (Dantas-Queiroz et al 2018), the role of collaborative podcasting as a qualitative research method (Day et al 2017), or as a resource for multicultural education (Doerr-Stevens and Buckley-Marudas 2019).…”

Section: Introductionmentioning

confidence: 99%

New Media, New Practices? A Study of the First Spanish Podcast Community and Its Pioneers

García-Marín

2022

Social Sciences

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About to celebrate its first two decades of life, podcasting is one of the fastest-growing mediums in recent years. This medium, promoted from the amateur sphere as a result of the arrival of Web 2.0, has become an increasingly professional practice thanks to the work of major production companies and platforms such as Spotify. In this context of increasing professionalization, this paper aims to investigate the origins of podcasting in Spain in order to analyze the decisive role that the first community of Spanish amateur podcasters played in its development. An ethnographic research study, focused on the first seven years of the medium in this country (2004–2010), was carried out. The study was based on interviews with the pioneers, a review of source documents, and participant observation. The difficulties and the main milestones related to the medium’s origin are analyzed. Likewise, the parallels between the beginning of this practice and the role assumed by radio amateurs at the beginning of radio in Spain a century ago are discussed. This parallel trajectory linking the origin of both media (radio and podcast) can be useful to envision a perspective on the possible developments of podcasting in the coming years.

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Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries

Cited by 6 publications

References 29 publications

Sonic play: on the B-side of literacy and songwriting

Sonic play: on the B-side of literacy and songwriting

Bus riding leitmotifs: making multimodal meaning with elementary youth on a public school bus

New Media, New Practices? A Study of the First Spanish Podcast Community and Its Pioneers

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