Sounds and Meanings

Abstract

Our spring issue begins with a multivocal response to Walter Gershon’s Sound Curriculum: Sonic Studies in Educational Theory, Method, and Practice that can be seen as providing a theme for the entire issue. In reflecting upon their transactions with the written words and sound files that comprise Gershon’s work, Fran Huckaby, Chris Osmond, and Reagan Mitchell consider afresh certain of their own engagements with sounds and meanings. In this way, the authors extend Gershon’s invitation to each of us to attend differently to the vibrations of our classrooms and our lives.