Sound, Sentience, and Schooling: Writing the Field Recording in Educational Ethnography

Abstract

This article examines how sound-as a medium, method, and modality-attunes educational ethnographers to writing the "field" in new ways. In particular, the authors ask: How might cultivating practices of writing the field recording reorient the field note as an ethnographic object of inquiry? Examining the field recording as a representational, experimental, and pedagogical resource for prolonging encounters, this article reframes inquiry to disrupt what is traditionally read as experience in writing ethnographic research. [sound, multimodality, ethnography, qualitative research, writing, field recording]

The Music Playlist as a Method of Education Research

“…There has been a tendency, Dicks et al (2011) have noted, to regard sound as interview recordings that require transcription, or content to accompany images, rather than being more meaningful research material in its own right. Responding to this privileging of what researchers see over what they hear, Wargo et al (2021) instead present a series of 'sonic encounters' where the conventional field recording, and the visually oriented nature of ethnographic representation and research itself, become reconfigured through a greater emphasis upon the aural. In common with Pink (2009).…”

Chapter 6. SoundPlay: A Sonic Experience of Digital Loose Parts

“…Sound studies has become a strong interdisciplinary field in which scholars from a variety of disciplines have studied sound production and reception from a variety of critical perspectives (Gunn et al, 2013;Lingold et al, 2018;. And in rhetoric and writing studies, scholars have now argued persuasively that sound deserves our attention for rhetorical analysis and theory (Comstock & Hocks, 2016;Eckstein, 2017;Goodale, 2011;Hawk, 2018aHawk, , 2018bKjeldsen, 2018;Lambke, 2019;Rickert, 1999;Stone & Ceraso, 2013;, scholarly research methods and production (Ball, 2004;Carson, 2017;Detweiler, 2018;Wargo, 2020;Wargo et al, 2021), and, importantly, for this book here, pedagogy (Ahern, , 2018Alexander, 2015;Ball & Hawk, 2006;Bowie, 2012aCeraso, , 2018Ceraso, , 2019Ceraso & Ahern, 2015;Comstock & Hocks, 2006;Davis, 2011;Detweiler, 2019;Faris et al, 2020;Folk, 2015;Greene, 2018;Hawkins, 2018;Klein, 2020;Sady, 2018;Stedman et al, 2021).…”

‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy

“…On the one hand, sound has been defined from a phenomenological frame, as a vibration across bodies. On the other hand, it has been described as a relational force, configuring a network of social relations, suitable to be understood as a semiotic source (MacLure, 2016; Wargo, 2017, 2018; Wargo et al, 2021). In this context, articulated and non-articulated sounds, words, whispers or noise, remain in the same non-anthropocentric level (Gershon, 2013; Hackett and Somerville, 2017).…”