ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses on the historical trend of the sonic in educational foundations to more intentionally attend to and explores the possibilities of what sound foundations might mean and how they could function in practice. It argues for the importance of polyphony as both a metaphorical means to conceptualize educational interactions and as pedagogical processes for engaging the multiplicity of simultaneity that is the complexity of everyday classroom interactions. Both the visual and the sonic might be considered trapped in an ideology of perception as severely proscriptive conception of knowledge and coming to know. The overwhelming tendency in how educational scholars utilize sonic theories and the sound ideas that comprise them is memetic. To say that there is an echo of an idea, a possibility that reverberates across space-time, at once articulates connections and histories while noting the particularities of the currently emergent.
