Hearing knowledge into action: Mobilizing sound for multicultural imaginaries

Abstract

Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students' collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies.