A Sound Curriculum of Resonances

Authors

DOI:

https://doi.org/10.14288/jaaacs.v13i1.190486

Abstract

Sound Curriculum: Sonic Studies in Educational Theory, Method, & Practiceends, well almost, with Walter Gershon asking, “When was the last time you just sat and listened?” Had this question been posed at the opening of the text, I would not have known what to do with it. I am astounded how much I rely on sound; how little I know of how I live with it, experience it, understand it, understand with it. Reading, hearing and listening to this text was a journey in studenting—a term Gershon creates to make the work of students parallel to the engagements of teaching. Pondering Gershon’s question, at the end of a text of chapters layered like tracks in a sound file, resonated.

Author Biography

M. Francyne Huckaby, Texas Christian University Center for Public Education

M. Francyne Huckaby is Professor of Curriculum Studies and core faculty of Women and Gender Studies, Africana and African American Studies, and Comparative Race and Ethnic Studies at Texas Christian University. She works (as pedagogue, curricularist, and scholar) to create openings and spaces for antioppressive discourses and practices, and is most interested in experiences and pedagogical sites where divergent worldviews coexist. These, she argues, are sites of power relations that are educational and political. Her scholarship on community organizing and resistance to neoliberal education reform puts filmmaking to work as a form of inquiry and making public—publicaré—research and sites of resistance and struggle, scalar.usc.edu/works/publiceducation/index.

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Published

2019-05-16

Issue

Vol. 13 No. 1 (2019)

Section

Multi-vocal Response and Discussion

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Authors retain all rights to their work.