Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries





critical media literacy, digital media production, multimodality, sound design, sonic landscapes


Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students’ collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies.

Author Biography

Candance Doerr-Stevens, University of Wisconsin, Milwaukee

Candance Doerr-Stevens is assistant professor of literacy education at the University of Wisconsin, Milwaukee. Her research interests include the emergent literacy practices and identity work of multimodal composition via digital media and arts integration.




How to Cite

Doerr-Stevens, C., & Buckley-Marudas, M. (2019). Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries. International Journal of Multicultural Education, 21(1), 105–124. https://doi.org/10.18251/ijme.v21i1.1735