(Re)educating the senses to multicultural communities: prospective teachers using digital media and sonic cartography to listen for culture | Culture and communication in digital worlds

Author(s): Cassie J. Brownell, Jon M. Wargo

Year of publication: 2017

Keywords: Multicultural education, Sonic cartography, Digital media, Community literacies, Proper distance

Methodology/Sample: Qualitative/15 adults

Reference: Brownell, C. J., & Wargo, J. M. (2017). (Re)educating the senses to multicultural communities: prospective teachers using digital media and sonic cartography to listen for culture. Multicultural Education Review, 9(3), 201-214. https://doi.org/10.1080/2005615X.2017.1346559

Abstract

Attuning to the acoustic ecologies of multicultural education, this critical qualitative project interrogated how elementary prospective teachers (PST) used digital media to write community through and with sound. Examining PST produced soundscapes and the practice of sonic cartography, this study inquired how hearing difference and listening to community re-educated the senses towards issues of difference, belonging, and multiculturalism. Findings illuminate three ways in which PSTs maintained a ‘proper distance’ – a proximal, reflexive, and reciprocal stance – through digitally composing their cartographic creations and reflections. Developing materials that hear and sustain community, this study has implications for how English educators can attune to the frequencies and rhythms of culture while designing towards more equitable landscapes for learning.

> Summary

This study explores how prospective teachers (PSTs) use digital media to engage with community through sound.
It emphasizes the importance of hearing difference and listening to community for multicultural education.
Findings reveal PSTs maintained a ‘proper distance’ through proximal, reflexive, and reciprocal stances in their sonic cartography.
The research highlights implications for English educators to create equitable learning environments.

> Problem statement

The paper interrogates how elementary prospective teachers (PSTs) use digital media to engage with community through sound.
It examines PSTs’ understanding of community literacies and their attunement to cultural differences.
The study highlights the challenge of maintaining a ‘proper distance’ in their engagement with diverse communities.
It addresses the need for PSTs to immerse themselves in racially and culturally different school communities.
The research emphasizes the importance of listening to community voices and experiences in education.

> Methods used

The study utilized digital media to explore community through sound, focusing on soundscapes and sonic cartography.
Participants reflected on their experiences and community literacies, documenting their encounters.
Data analysis involved coding participant reflections and transcribing dialogue layered on sound.
A ‘layered literacies’ and ‘multimodal orchestration’ approach was employed for data analysis.
PSTs used various tools like StoryMapJS and Soundcloud to compose their community narratives.

> Practical implications

The study highlights the importance of using digital media to engage with community soundscapes in education.
It suggests that understanding acoustic ecologies can enhance multicultural education practices.
The findings indicate that maintaining a proper distance through proximal, reflexive, and reciprocal stances can enrich teacher-student relationships.
The research emphasizes the need for English educators to design equitable learning landscapes by attuning to cultural frequencies.
It advocates for re-educating the senses towards issues of difference and belonging through sound.