ABSTRACT
This chapter discusses sound and its modal intensities by refuting ocular-centric notions of seeing phenomena in educational research. It shows that earwitnessing (in)equity, a process where the so-called hearer becomes an ethical listener/witness, is a process that is always already emergent. Its goal is to add to the sonorous sensibilities and sonic possibilities of orienting researchers within their environments, connecting them with affective stimuli, and opening their bodies up to sonic foundations of schooling. Whether earwitnessing the sounds of inequity in a digital media classroom or participating in the production of an auditory performance piece investigating improvisation, sound is always already an action of “becoming-in-resonance with”. Stories, juxtaposed and told from an array of perspectives, modes, and locales, are stacked to evoke possibilities of earwitnessing (in)equity in educational research. Earwitnessing (in)equity and becoming-in-resonance-with promotes an ethics of listening, one that acknowledges who gets heard and what gets silenced. Earwitnessing (in)equity is never finite but always already in process.
