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Listening within Margins to Everyday...

Valenzuela, Cecilia Angelica.

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Listening within Margins to Everyday Sounds, Voices, and Soundscapes: A Border-Crossing, Self-Reflective Pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Listening within Margins to Everyday Sounds, Voices, and Soundscapes: A Border-Crossing, Self-Reflective Pedagogy./
作者:	Valenzuela, Cecilia Angelica.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	194 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10981567
ISBN:	9780438768543

Listening within Margins to Everyday Sounds, Voices, and Soundscapes: A Border-Crossing, Self-Reflective Pedagogy.
Valenzuela, Cecilia Angelica.

Listening within Margins to Everyday Sounds, Voices, and Soundscapes: A Border-Crossing, Self-Reflective Pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 194 p.

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ph.D.)--University of Colorado at Boulder, 2018.

This item must not be sold to any third party vendors.

This qualitative study highlighted sound and listening and explored how sonic literacy engagements were experienced by a class community of engaged, young adult students and scholars. Specifically, I situated a multiliteracies framework across a university-level course I designed and led that centered critical concepts, sound, and listening. To deepen this framework, our community practiced an embodied, self-reflective mode of listening; an analytic that reworked dominant ways of knowing in an effort to tune into and render audible culturally and linguistically-rich sounds, voices, and soundscapes that have been silenced and/or marginalized. Over the course of a semester, we read and listened to critical sonic perspectives, sound art, and we composed across a variety of multimodal experiences that centered sound. Within this study, I sought to understand (1) how alternative, critical sonic teaching and learning approaches were experienced by a community of engaged students and scholars, and (2) how critical listening practices function as literacies that challenge dominant paradigms and/or boundaries. By documenting our reflections, engagements, and multimodal compositions, and applying a Chicana feminist analysis, I found emerging themes that suggested several key findings. The findings revealed that as critical sonic perspectives and listening modes were experienced through a variety of multimodal assignments and arts-based, embodied activities, this cultivated possibilities to attend to subaltern and marginalized sonic narratives rooted in home, and interwoven to emotion, self-reflection, and imagination. Likewise, these teaching and learning approaches and perspectives, experienced through critical listening practices, also led to unique "sonic awarenesses" that intermeshed with visual, affective, and embodied forms of meaning making. These awarenesses crossed borders and binaries that uphold dominant paradigms and taken for granted notions and perspectives. Therefore, my dissertation study and its findings speak to educational practitioners and scholars who seek to address the marginalization of diverse ways of knowing, as expressed and experienced through the sonic. In order to recover, nourish and validate culturally and linguistically rich narratives, this study argues that the sonic must also be acknowledged, especially in alternative, intentional, and creative ways.

ISBN: 9780438768543Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Affect

Listening within Margins to Everyday Sounds, Voices, and Soundscapes: A Border-Crossing, Self-Reflective Pedagogy.
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