Producing Media Pedagogy

Sound, Listening, and Civic Practice in Polarized Times

Bibliographic Data

ID14784653
AuthorsVincent Andrisani (0000-0003-1542-5311, Carleton University, Ottawa, Ontario, Canada, corresponding author)
Year2026
Volume51
Issue1
Pages112-126
Publication date2026-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCanadian Journal of Communication (JOURNAL)
Journal identifiersISSN: 0705-3657 • E-ISSN: 1499-6642
PublisherUniversity of Toronto Press Inc. (UTPress) (PUBLISHER)
DOI10.3138/cjc-2024-0090
OpenAlexW7136214522
LanguageEN
References cited15

Background: Amid shifting institutional and cultural pressures, media practice has increasingly been positioned as a specialized supplement rather than a core element of curricula in communication and media studies. Such a reframing risks obscuring the longstanding role of practice-based learning in shaping the field’s intellectual, civic, and pedagogical foundations. Analysis: This brief reasserts the centrality of practice-based learning by tracing its lineage through the soundscape studies tradition. Drawing on The Place of Sound, a student-led audio project, it demonstrates how listening-centred pedagogy fosters civic awareness and collective engagement, particularly in politically polarized contexts. Conclusions and implications: The brief argues that the strength of media education lies not in continual reinvention, but in renewing the civic commitments that have historically defined practice-based learning in communication and media studies. Recentring these commitments has important implications for curriculum design, pedagogical priorities, and the future orientation of the field

Centrality · Cognitive reframing · Curriculum · Element (criminal law · Legitimacy · Media consumption · Salient · Innovative Teaching Methodologies in Social Sciences · Literacy, Media, and Education · Media, Communication, and Education

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