Sounds have long been an integral part of interpretive research. Lagging behind text, photography, and their inclusion in film, it is only recently that the sonic has begun to be considered as a means for representing research findings (e.g. Bauer 2000; Makegon and Neumann 2009). This piece is a performative representation of one such sounded methodological possibility, a research method I call sonic ethnography (Gershon 2012). As such, this article both provides a rearticulation of the methodological foundations of sonic ethnography and then demonstrates how sonic ethnography can function in practice. The empirical portion of this piece focuses on a year and a half in Mrs. Grindall’s fifth grade classroom, part of a collaborative, four-year study that examined how songwriting might be used to alleviate race and gender gaps in science education for urban students and the multiple contexts that informed their daily classroom interactions. 

URL: https://www.researchcatalogue.net/view/290395/290396