Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries

Drawing on data from two separate research sites, this study examines how high school students harnessed elements of sound for multicultural learning within collaborative podcasting and music production. 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. Findings reveal simultaneous and spontaneous engagement in the sound editing process as well as multimodal struggles in which students leverage sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies