Sound as technologies of the self for feminist pedagogy

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2023-03-27 DOI:10.1080/09540253.2023.2194888

N. Haydari, Onur Sesigür, Ayça Ulutaş, Begüm Irmak

引用次数: 0

Abstract

ABSTRACT This paper discusses the possibilities of sound and sonic thinking as feminist pedagogical tools for self-reflexivity, reimagining, and communal awareness. The collaborative reflections of the facilitators of and two participants in the Gender and Sound course that took place within the body of Bilimler Köyü – an alternative educational initiative with a focus on transdisciplinary, collaborative, and ecologic learning – theoretically argue that sonic thinking opens space for the questioning of dominant cultural narratives, identities and structures, and for thinking about possible subject positions beyond those which are already established. Therefore sound, as an umbrella term for the auditory, constitutes technologies of the self that might have the ability to reconceptualize the self, agency and resistance.

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声音作为女性主义教育学的自我技术

本文讨论了声音和声音思维作为女权主义教学工具的可能性，以实现自我反思、重新想象和公共意识。Bilimler Köyü的性别与声音课程是一项专注于跨学科、协作和生态学习的替代教育倡议，该课程的主持人和两名参与者的合作思考从理论上认为，声音思维为质疑主流文化叙事打开了空间，身份和结构，以及思考已经建立的主题之外可能的主题位置。因此，声音作为听觉的一个总括术语，构成了自我的技术，可能有能力重新定义自我、能动性和抵抗力。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.