ABSTRACT
This chapter discusses three disparate seeming areas of study, historic conversations about the purpose of education and teaching practices, Afrosurrealism, and sound studies. Not unlike sound education, Black joy at school performatively enunciates the Afrosurreal while articulating strains of eugenic ideologies that cause its presence to threaten oppressive structures that are schooling in the United States. Yet, as scholars in sound studies continue to argue in growing numbers, race is also a sonic construction. School sounds are primarily monitored and maintained by teachers whose decisions about the appropriateness of classroom sounds are sonically middle to upper class and Anglo. Sounds are therefore a significant layer in how differences from Anglo, middle-class norms and values are resignified as deficits. Schools also maintain another kind of curriculum, a sound curriculum. This sound curriculum is imbued with the potentialities and possibilities of sonic metaphors and literal sounds for critical, creative consideration.
