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Submit a Manuscript to the Journal
Contemporary Music Review

For a Special Issue on
Sonic pedagogies and politics: The educational and political resistance of sounds

Manuscript deadline
01 June 2022

Cover image - Contemporary Music Review

Special Issue Editor(s)

Derek R. Ford, DePauw University, USA
[email protected]

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Sonic pedagogies and politics: The educational and political resistance of sounds

As sound studies continue to proliferate, so too do questions about pedagogy and educational theory. There are pressing issues of the relationship between pedagogical forms, theories, strategies, or tactics and their relationships to the content and form of the sounds. How can, for example, one learn about or through sounds, how can one study a song or a soundscape, how can one teach listening and hearing (e.g. Abramo 2014; Gallagher, Prior, Needham, and Holmes 2017; Tinkle 2015)? What does sound education have to do with other educational disciplines (e.g. Carvalho 2019; Weaver 2012)? Then there are questions about the pedagogical forms of sounds themselves—what do sounds and the sonic—by themselves—teach (Gershon 2011)? How might we educationally approach the soundscape or a musical piece—if we should at all (Robinson 2020)?

Scholars in a range of fields around the sonic have more significantly moved to reconsider how pedagogical practices and beliefs can contribute to political struggles, like those against racism (Eidsheim 2019), LGBTQ oppression (Bennett, 2009; Wozolek 2018), colonialism (Denning 2015), ableism (Churchill & Bernard 2020), settler-colonialism (Robinson 2020), liberalism (Brooks 2020), and contemporary capitalism (Reuben 2015; Tomazos 2020; Wozniak 2017). What kinds of sonic engagements might we theorize and practice in resistance struggles (Caines 2019; Ford 2020; Lewis 2017; Waitt, Ryan, & Farbotko 2014)? We educate—teach, study, learn, and practice—through sounds and sounds teach us, forcing or inspiring us to study, learn, and theorize, all of which are inherently political.

This special issue of Contemporary Music Review invites papers that develop approaches, questions, theories, case studies, experiments, and theoretical and philosophical innovations and proposals that consider and develop the sonic pedagogies that have, do, and might exist in our world by considering the unique educational properties of the sonic, and the unique sonic properties of the pedagogical and political. Articles can take any disciplinary approach, from geography and philosophy to education and political economy and, of course, sound studies. Submissions are encouraged to consider sonic pedagogies as they relate to, reinforce, mitigate, or combat systems of exploitation and oppression, such as imperialism, racism, national oppression, and white supremacy, colonialism and settler-colonialism, ableism, heterosexism, and LGBTQ oppression.

Submission Instructions

Please submit an abstract of between 250-500 words directly to the issue editor at [email protected]

Feedback on Abstracts will be provided on or before 01-12-2021
All final submissions will be subject to double-blind peer review.
Expected publication will be within CMR 42, 2022.


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