ABSTRACT
Originally published as a special issue of Educational Studies, this volume demonstrates the ways in which sound considerations can significantly contribute to educational foundations.
Regardless of their origin or interpretation, sounds are theoretically and practically foundational to educational experiences. As the means through which knowledges are passed from one person to another, sounds outline the fluid, porous boundaries of educational ecologies. This book draws out and expands upon the already-present sonic metaphors that exist at the center of philosophical and historical foundations of educational studies. Contributions demonstrate the ethical dimensions of this line of inquiry, emphasizing the need for education to offer both a right to speak and to be heard in order to take on a truly democratic character. By highlighting emerging attention to sound scholarship in education, contributors attend to and otherwise explore sound possibilities for educational theory, policy, and practice.
This book will be of great interest to graduate and post graduate students; libraries, researchers and academics in the field of educational foundations, philosophy of education, education politics and sociology of education.
