Abstract

Classrooms are host to complex sonic ecologies informed by ritualized patterns and routines, but there remains a dearth of scholarship studying everyday sounds of schooling. Such research is important because it can amplify in new ways how children’s identities are constructed and thickened over time. This interpretive case study takes up the question as it interrogates sound’s capacity to inform children’s identities in a resource-limited, public elementary school in the Midwestern United States. Specifically, this inquiry explored in what ways sonic experiences might (re)produce and/or thicken (systemic) identities and positionings for children. Using critical positioning theories, the author details how sonic (re)occurrences informed children’s abilities to know, to be, and to be known in their classroom community. Through listening to the ambient experiences of everyday classrooms, the findings from this study showcase, new possibilities for exploring children’s identities and positionings. Through the storied experiences of two boys—acoustically described and analyzed—the author challenges critical early childhood researchers and educators to hear, perhaps for the first time, “unheard” everyday sounds like the alarm and consider the multiple ways such sounds resonate in classrooms.

摘要

教室里有许多通过仪式化的模式和惯例提供信息的复杂的声音生态系统，但是仍然缺乏研究日常学习声音的奖学金。这样的研究很重要，因为它可以以新的方式扩大儿童身份的建构方式，并随着时间的流逝而不断丰富。这个解释性案例研究解决了这个问题，因为它在美国中西部一所资源有限的公立小学中，对声音的能力进行了询问，以告知孩子的身份。具体而言，该探究探索了声音体验可以（重新）产生和/或加深（系统的）儿童身份和定位的方式。作者使用批判性的定位理论，详细说明了声音（再）的发生是如何告知儿童在课堂社区中认识，成为和被认识的能力的。通过聆听日常教室的环境体验，本次研究展示了研究结果，为探索儿童的身份和定位提供了新的可能性。通过对两个男孩的故事性描述（听觉地描述和分析），作者挑战了关键的幼儿研究人员和教育工作者，也许是第一次听到“闻所未闻”的警报声音，并考虑了这种声音在教室中产生共鸣的多种方式。