#SoundingOutMySilence: Reading<scp>a LGBTQ</scp>Youth's Sonic Cartography as Multimodal (Counter)Storytelling

Wargo, Jon M.

doi:10.1002/jaal.752

Cited by 34 publications

(22 citation statements)

References 15 publications

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“…For example, Wargo (2018a, 2019) has documented how students’ critical inquiries are deepened by sound and listening. Wargo (2019) notes the importance of “students’ own inquiry through processes of personal production” (p. 284).…”

Section: Critical Literacy and Soundmentioning

confidence: 99%

Making Fahrenheit 451 “Come to Life”: Sound Inquiries with Youth and Teachers

Friesen¹,

Simon²

2021

J Adolescent & Adult Lit

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In this article, we describe how eighth‐grade students and teacher candidates used sound and listening to remix and attune themselves (Stewart, 2011) to the dystopian novel Fahrenheit 451 by Ray Bradbury (2011). We situate our sound inquiries in relation to critical literacy (Vasquez, Janks, & Comber, 2019; Wargo, 2019) and sound education (Schafer 1992, 2005; Oliveros, 2005). The examples we share suggest how students and teacher candidates used sound to, in the words of a participating teacher candidate, make Fahrenheit 451 “come to life.” This work demonstrates how sound inquiry can encourage students’ transformative engagement with their surroundings, with each other, and with canonical texts like Fahrenheit 451 in critical literacy classrooms.

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Section: Critical Literacy and Soundmentioning

confidence: 99%

Making Fahrenheit 451 “Come to Life”: Sound Inquiries with Youth and Teachers

Friesen¹,

Simon²

2021

J Adolescent & Adult Lit

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“…Notwithstanding, as my interests in sound grew (see Wargo, 2017, 2018; Brownell & Wargo, 2017), so too did my vision concerning the responsibility of the sonorous in qualitative inquiry. Thus, when MoCAD was selected as a destination to tour Cage’s “How to Get Started” performance piece, I attended.…”

Section: **5**mentioning

confidence: 99%

Be(com)ing “In-Resonance-With” Research: Improvising a Postintentional Phenomenology Through Sound and Sonic Composition

Wargo

2019

Qualitative Inquiry

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Scholarship in postqualitative research has long examined the constructs of orientation and experimentation. How do we come to know and name experience? How do we value its matter as a form of mattering. Combining perspectives from phenomenology, feminist new materialisms, and sound studies, this article traces the intra-active encounters of the Museum of Contemporary Art–Detroit’s (MoCAD) performance of John Cage’s “How to Get Started.” Reading postphenomenological inquiry as improvisation, the article underscores that phenomenological ontologies are always already a be(com)ing, and that qualitative research more broadly is inherently an act of being “in-resonance-with.”

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“…Recently, educational research has worked to explore the more-than-human in classroom theory and practice (Petitfils, 2014; Snaza & Weaver, 2014). Writing and literacy studies, in particular, has only amplified this call by exploring the material←→discursive relations of textual production (Ehret, Hollett, & Jocius, 2016; Kuby & Rucker, 2015, 2016; Leander & Rowe, 2006; Lenters, 2016; Thiel, 2015; Wargo, 2017, 2018; Zapata & Van Horn, 2017). This shift in thinking, of placing the human and more-than-human on the same plane of immanence, is a radical departure from rational humanism.…”

Section: A Shift Toward “Withness” In Literacy Research: Posthumanismmentioning

confidence: 99%

WritingWithWearables? Young Children’s Intra-Active Authoring and the Sounds of Emplaced Invention

Wargo

2018

Journal of Literacy Research

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Drawing upon conceptual approaches in sound studies, posthuman literacies, and new materialisms, this article highlights how writing for young learners is always already an emplaced invention of withness. Zeroing in on a diffractive experiment of young children reauthoring Showers’s picture book, The Listening Walk, this study charts how the withness of writing is a communicative project that is all at once elliptical, relational, and coexistent. Reading the literacy desirings and material←→discursive intra-actions of 12 young children writing with wearables, the article illuminates how more-than-human ecologies of literacy amplify composition not as a practice of being, but of becoming. Thinking with Henriques’s conception of rhythmic elements (periodic pulses, reciprocal resonances, and oscillating overtures), findings are presented as strategic sketches. Attuning to writing as a more-than-human assemblage, this article pedagogically amplifies new be(com)ings of writing and literacy-in-action while theoretically resituating research as a process that thinks with.

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#SoundingOutMySilence: Readinga LGBTQYouth's Sonic Cartography as Multimodal (Counter)Storytelling

Abstract: In thinking about how sound allows us to hear, listen, and write against injustice, this article examines one LGBTQ youth's sonic cartography to explore the relation among sound, writing, and identity.

Cited by 34 publications

References 15 publications

Making Fahrenheit 451 “Come to Life”: Sound Inquiries with Youth and Teachers

Making Fahrenheit 451 “Come to Life”: Sound Inquiries with Youth and Teachers

Be(com)ing “In-Resonance-With” Research: Improvising a Postintentional Phenomenology Through Sound and Sonic Composition

WritingWithWearables? Young Children’s Intra-Active Authoring and the Sounds of Emplaced Invention

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