Sound, Sentience, and Schooling: Writing the Field Recording in Educational Ethnography

Abstract

This article examines how sound—as a medium, method, and modality—attunes educational ethnographers to writing the “field” in new ways. In particular, the authors ask: How might cultivating practices of writing the field recording reorient the field note as an ethnographic object of inquiry? Examining the field recording as a representational, experimental, and pedagogical resource for prolonging encounters, this article reframes inquiry to disrupt what is traditionally read as experience in writing ethnographic research.

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