Earwitnessing (In)Equity: Tracing the Intra-Active Encounters of 'Being-In-Resonance-with' Sound and the Social Contexts of Education

Autor/in	Wargo, Jon M.
Titel	Earwitnessing (In)Equity: Tracing the Intra-Active Encounters of 'Being-In-Resonance-with' Sound and the Social Contexts of Education
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 54 (2018) 4, S.382-395 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2018.1476354
Schlagwörter	Acoustics; Urban Education; Auditory Stimuli; Equal Education; Social Bias; Social Justice; High School Students; Public Service; Advertising; Video Technology; Art Products; Social Problems; Telecommunications; Audio Equipment; Handheld Devices; African Americans; Adolescents + Suchen Sie Ihr Suchwort? Akustik; Stadtteilbezogenes Lernen; Auditive Stimulation; Soziale Gerechtigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public services; Öffentlicher Sozialdienst; Werbung; Künstlerische Produktion; Social problem; Soziales Problem; Telekommunikationstechnik; Audio-CD; Afroamerikaner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Tracing the acoustic ecologies of urban education through a topography of phenomena, this article considers how sound operates as more than paratext to the institutional structures, forms, and mechanisms of teaching and learning. Combining perspectives from phenomenology, feminist new materialisms, and sound studies, the article traces the intra-active encounters and potential tensions in using sound as a locating mechanism to "earwitness" (in)equity in schooling. Taking seriously that sound is not merely vibrations passing through matter at particular frequencies, but a tool that depicts social relations, the paper uses a "stacked stories" approach to understand how sound and the sonic experience of education intersect and come to crystalize a "being-in-resonance-with" across particular phenomena. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01