ABSTRACT

Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both enact and unveil posthuman learning ecologies? And how can education scholars engage sound within posthuman research? Through a posthuman framework, we position noise as an analytical tool for exploring and unveiling more-than-human relations. We then draw parallels between posthuman qualitative research into sound (via noise) and the ideological foundation of experimental music, a musical tradition deeply invested in working with sound as an agentic actor. Within this alignment, we propose using graphic scores to transcribe sonic data without reinscribing humanist research aims. To illustrate, we provide a micro-analysis of preservice teachers engaged in a role-playing game activity and uncover the ways sound asserts its agency within learning ecologies.

摘要

为了回应最近对定性教育研究中声音的兴趣以及将声音概念化为后人类技术的声音研究文献，我们利用本文探讨了以下研究问题：声音如何制定和揭示后人类学习生态？教育学者如何参与后人类研究？通过后人类框架，我们将噪音定位为探索和揭示超越人类关系的分析工具。然后，我们将后人类对声音的定性研究（通过噪音）与实验音乐的意识形态基础进行了比较，实验音乐是一种深深致力于将声音作为代理演员进行工作的音乐传统。在这种调整中，我们建议使用图形乐谱来转录声音数据，而不重新规定人文主义研究目标。为了显示，