Hearing Knowledge into Action

Mobilizing Sound for Multicultural Imaginaries

Datos Bibliográficos

ID2969981
AutoresCandance Doerr-Stevens (0000-0003-1205-1537), Molly Buckley-Marudas
Año2019
Volumen21
Número1
Páginas105-124
Fecha de publicación2019-03-04
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Multicultural Education (JOURNAL)
Identificadores de la revistaISSN: 1934-5267 • E-ISSN: 1934-5267
EditorialInstitute for Educational Research, Yonsei University (PUBLISHER)
DOI10.18251/ijme.v21i1.1735
OpenAlexW2919287220
IdiomaEN
Citas recibidas9
Referencias citadas7

Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students' collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies

Acoustics · Audio equipment · Literacy · Media studies · Multicultural education · Multiculturalism · Pedagogy · Privilege (computing · Racism · Sociology · Sound (geography · Variety (cybernetics · Computer Science · Digital Storytelling and Education · Literacy, Media, and Education · Radio, Podcasts, and Digital Media · Gender Studies

Herramientas

Abrir DOIOpen Access