Blog-o-Versary 4.0: Sounding Out!‘s Solid Gold Summer Countdown!
Click here to download our free Blog-O-Versary 4.0 Mix!
Happy SO! Blog-o-Versary 4.0 to readers, writers, and supporters! Before I once again have the privilege of counting down some of the blog’s many blessings, I want to extend a big welcome to our new readers and a hearty thank you to those who have been down from day one. In our four years of publication, we have never forgotten that SO! is here because y’all are here, and this Blog-o-Versary is as much about commemorating the solid gold vibrancy of Sound Studies—a state we have all helped to bring about—as it is celebrating another year of our Monday morning offerings.
This year I, Editor-in-Chief Jennifer Stoever-Ackerman, dare to fill the glittering stilettos left by Dionne Warwick as your host for Sounding Out!’s Solid Gold Summer-themed countdown, along with co-hosts Liana Silva-Ford (Managing Editor) and Aaron Trammell (Multimedia Editor). As the beat of our latest Blog-o-Versary mix drops—don’t forget to download it here—I will count down the site’s top ten greatest hits of this past year, with some glimmers of how SO! will continue to thrive in year five! If you feel like bringing it like a Solid Gold Dancer, don’t worry, no one here will look askance; in fact, just try to stop us from catching that groove.
10. “On a Mission” (New Mission Statements!): You want to know what Sounding Out! is all about? Peep our new mission statement, hot off the presses by Editor-in-Chief Jennifer Stoever-Ackerman and our new podcast editorial statement by Multimedia Editor Aaron Trammell.
9. “Suite Thursday” (Monthly Podcasts!): As of January 2013, Sounding Out! has moved to a monthly podcast format, coming to you on the last Thursday of every month. This year, we have brought you sonic dispatches ranging from ethnographic research on noise policing in Brasil, interviews with leading acoustic ecologists and Theremin masters, to audio documentaries of digital humanities sound projects such as #Tweetasound (Soundbox, Duke University). In addition to downloading from our site or subscribing via iTunes, you can now stream us on Stitcher!
8. “Thursday’s Child” (Sound Off! // Comment Klatsch!): Also as of January 2013, Sounding Out! has provided readers with an open, active comment forum in real time, where we discuss a range of topics such as 2012’s most memorable sound, the connection between sound and cinema, and the racial politics of listening. The Sound Off! // Comment Klatsch (or SOCK, as it is affectionately called around the editorial table), begins with a deceptively simple question penned by writers and editors, and lasts as long as the comments do. Whether you are a regular or are new to the scene, we’d love for you to join in this upcoming Thursday, August 1, 2013, when regular writer and Portugal-based multimedia artist Maile Colbert will incite discussion on psychological responses to sound. To peruse prior Comment Klatsches, click here.
7. “Celebrate” (Reception at ASA!): This year, SO!, was honored to co-host the first annual “Meet and Greet” of the Sound Studies Caucus at the annual American Studies Association meeting in San Juan, Puerto Rico. It was amazing to bring our virtual community into “meat space”—making new colleagues while keeping the old well-fed with happy hour snacks, drink specials, and excellent conversation. Look for more of these events at conferences with a sound studies presence in year five! For photos of the ASA meet and greet, click here.
ASA Meet and Greet, San Juan, Puerto Rico, 2012 (from l to r) Marci McMahon, Eric Weisbard, Bill Boyer, Deb Vargas, and (far right) Sherrie Tucker
6. “Get it Together” (More CFPS/forums/series): This year Sounding Out! has brought you even more themed programming, integrating our wide variety of sound studies inquiry with Calls for Posts, seasonal series, and month-long forums that focus our content on key issues in the field. In year four alone, we brought you a summer series on radio auteur Norman Corwin, two forums on Sound and Pedagogy full of great ideas, examples, and syllabi, and a “virtual panel” with IASPM-US on the “sonic borders” in/between sound studies and popular music studies. We just wrapped up our annual July “World Listening Month” observance—which featured an exclusive podcast series from the 2013 Tuned City Brussels event—and we are still in the throes of our summer series on “Sound and Sport”—next up on June 29th, a post and a podcast by Josh Ottum on Sound in skate parks! On deck for Fall/Winter 2013, Aaron Trammell will curate a forum on sound and play (featuring the work of Cornell ludomisicologist Roger Moseley), Neil Verma will edit an ongoing series on Orson Welles (more details below) and I will launch a CFP for an upcoming forum on sound and the 19th century that will feature a post from Voxtap’s Caitlin Marshall.
5. “Come Together” (IASPM-US Joint Feature): Thanks to the collaborative super group of Justin Burton at IASPM-US and Liana Silva and myself at Sounding Out!, we brought you a six-week long interchange on “sonic borders” within and between popular music studies and sound studies. Featuring new scholarship from heavy hitters such as Devon Powers, Marcus Boon, Shana Redmond, Barry Shank, and Tavia Nyong’o and number-one-with-a-bullet newcomers such as Regina Bradley, Tara Betts, Airek Beauchamp, Theo Cafetoris, and Liana Silva, this joint “virtual panel” was listed in the program of the annual IASPM-US conference in Austin, Texas and posted simultaneously on both IASPM and Sounding Out!. Not to mention, it was a hell of a lot of fun. If you missed the series, click here for a rewind.
4. “New Kid in Town”: (Our first official Guest Editor!): As Sounding Out! continues to expand its reach and publication schedule, we will be calling on the intellectual and curatorial expertise of our colleagues. I am proud to announce that radio and sound studies scholar Neil Verma, professor at the University of Chicago and recipient of the 2013 SCMS First Book Prize for Theater of the Mind: Imagination, Aesthetics, and Radio Drama—will be our first official guest editor, curating an exciting series on Orson Welles called From Mercury to Mars: Orson Welles on Radio After 75 years. The commemorative series begins on August 4th, 2013 and will continue once a month through January 2014. It will feature new and exciting research from the likes of Tom McEnaney (Cornell), Debra Rae Cohen (University of South Carolina), Jacob Smith (Northwestern), and Murray Pomerance (Ryerson and York Universities), as well as a broadcast on the 75th anniversary of “War of the Worlds” on October 30th, 2013.
3. “Turn My Swag On” (Logos, Buttons, and Stickers!): Thanks to Riverside, CA artist Dan Torres, Jersey’s finest Jimmy Buttons , and the good people at Los Angeles’s Blackstar Printing, Sounding Out! got visible, tangible, and walk-around-able this year with limited edition buttons and stickers. If you already have yours, wear and stick them proudly—and don’t forget to send us a photo to add to our growing “SO! around the way collection.” If you are in need of a little SO! swag in your life, there are three ways to come up on some: join our mailing list, network with one of our editors at a conference, or participate in the next SO! Comment Klatsch on August 1st.
SO! swag in Eugene, OR
2. “Everybody, Everybody” (Global coverage and audience grows!): As of Blog-o-Versary 4.0, Sounding Out! is being read in over 182 countries worldwide, a number that only continues to grow with our increasingly international focus. This year, we published pieces exploring youth street party culture in São Paulo, Brazil, chants of “Allah-oh-Akbar” from rooftops in Iran, post-liberation radio broadcasts in Africa, sonic legacies of the slave castles in Ghana, sonic artistic practices in rural Portugal, the “Tuned City” festival in Brussels, how South Korean students sound Shakespeare in Seoul, Canadian public school curriculum that enables students to remix recordings of political struggle and “media capitalism” in turn-of-the-twentieth century Egypt. Our world will only get wider in year five!
and,
1. “We are Family” (Advisory Board, Guest Writers and Podcasters): This year the Sounding Out! family continued to grow, adding an all-star advisory board, three new regular writers—a solid gold Sounding Out! shout out to Regina Bradley, Maile Colbert, and Primus Luta—and a talented cadre of over 30 new guest writers! And, as so many of you know, once a writer joins the SO! team, their number never gets retired. Because Sounding Out! is as devoted to producing community as it is content, we keep our guest writers connected, fostering their input, seeking their participation (SO! Tumblr correspondent, anyone? Contact Aaron Trammell at aht@soundingoutblog.com), and publicly celebrating their graduations, promotions—congratulations to newly-minted Ph.D.s Regina Bradley, Steph Ceraso, Ashon Crawley, Mack Hagood, and Nicolas Knouf and new Associate Professors Ziad Fahmy, Damien Keane and Samantha Pinto—publications, and other milestones! For more of what our talented and productive guests have been up to this year please read on below this post. As always, check in with our SO! Media page to keep up with Team Sounding Out! as our work spreads beyond our own .com to infiltrate websites, syllabi, reading lists, and print journals near you.
And most importantly, Stay gold, Team Sounding Out!, stay gold.
–JSA, Editor-in-Chief
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Jennifer Stoever-Ackerman is co-founder, Editor-in-Chief and Guest Posts Editor for Sounding Out! She is also Assistant Professor of English at Binghamton University and a 2011-2012 Fellow at the Society for the Humanities at Cornell University.
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Click here for Sounding Out!‘s Blog-O-Versary 4.0 mix with track listing
(Just in case you missed last year’s 3.0 celebration–and mix– click here; for year two, click here; and for our first Blog-O-Versary party mix click here)
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Team SOUNDING OUT! Highlights Reel:
In addition to publishing THE GREATEST!: An Homage to Muhammad Ali with Winged City Press in 2013, Tara Betts wrote for the character Maddy James in the multimedia dance show Any Resemblance that was presented as part of the La Mama Moves! Festival in NYC in June 2013. Tara is slated to present at Feminisms & Rhetorics at Stanford, SAMLA 2013 in Atlanta, and MLA 2014 in Chicago. “They Do Not All Sound Alike: Sampling Kathleen Cleaver, Assata Shakur, and Angela Davis” will be reprinted in About Place for their upcoming issue “1963-2013: A Retrospective of the Civil Rights Movement” edited by Black Earth Institute Fellow Richard Cambridge.
Regina Bradley completed PhD at Florida State University in African American Literature. Her dissertation is titled “Race to Post: White Hegemonic Capitalism and Black Empowerment in 21st Century Black Popular Culture and Literature.”
In addition to contributing “Sounding Shakespeare’s S(e)oul” this spring, Brooke Carlson is leaving Seoul, Korea, for Chaminade University of Honolulu in Hawaii, and is working on an article in progress: “Jonson, Sprezzatura, and the (Un)Doing of Nobility.”
Steph Ceraso defended her dissertation, “Sounding Composition, Composing Sound: Multimodal Listening, Bodily Pedagogies, and Everyday Experience,” and finished her PhD at the University of Pittsburgh. She will be teaching at Georgetown University in Fall 2013. Ceraso was a guest co-editor with Jon Stone for Harlot’s latest special themed “Sonic Rhetorics” issue. Her digital audio piece, “A Tale of Two Soundscapes: The Story of My Listening Body” will appear in SoundBox’s forthcoming open access multimodal book, Provocare: A New Collection of Sonically Inspiring Projects. She will also be presenting a paper entitled “Sonic Rhetorics: Teaching Listening in the Multimodal Composition Classroom” at the 2013 Feminisms & Rhetorics conference at Stanford University in September. You can find out more about her work and upcoming projects at www.stephceraso.com
Maile Colbert had a residency at the iAir (International Artist Residency) at RMIT University. (Reel of the work created and synopsis: https://vimeo.com/66574320). She also completed the sound design and composition for the feature length documentary by director Irene Lusztig “The Motherhood Archives.” Maile presented “Wayback Sound Machine” at Musique et Écologies du Son/Music and Ecologies of Sound: Theoretical and Paractical Projects for the Listening of the World, Universitê Paris 8. She performed “Come Kingdom Come” at Sintoma: Performance, Investigation, and Experimentation, University of Porto, Fine Arts, Portugal. She performed with a new “field-recording” instrument with Andrea Neumann, Sabine Ercklentz, Marcelo Dos Reis, Angelica Salvi, Susana Santos Silva at Serralves em Festa.
Robert Ford was hired in February 2013 as the new play-by-play broadcaster for the Houston Astros major league baseball team.
Julia Grella O’Connell‘s book, Sound, Sin, and Victorian Religious Conversion, will be published by Ashgate in 2014. She recently made her debut with Syracuse Opera as Barbarina in The Marriage of Figaro.
In August Amanda Keeler will begin a new position as an Assistant Professor of Digital Media in the College of Communication at Marquette University.
Damien Keane completed his book Ireland and the Problem of Information, which will be published as part of the Refiguring Modernism series from Penn State University Press. In addition, his essay “Poetry, Music, and Reproduced Sound” appeared in The Oxford Handbook of Modern Irish Poetry, edited by Fran Brearton and Alan Gillis. Also, Keane came through to the other side of the tenure process at SUNY-Buffalo!
Roshanak Kheshti performed as Bluebeard (guitars and voice) at the UCSD Professor Unscripted event on June 5, 2013 narrating a biography through songs from concerts she has attended throughout her life. Some highlights included “Sweetest Taboo” by Sade, “Better Things” by Massive Attack, and “For Today I am a Boy” by Antony and the Johnsons.
Bill Kirkpatrick‘s essay, “Voices Made For Print”: Crip Voices on the Radio” appeared in Radio’s New Wave: Global Sound in the Digital Era. In addition, he and Alex Russo started the Radio Studies Special Interest Group within the Society for Cinema and Media Studies over the past year.
The 20th anniversary edition of Eric Lott’s Love and Theft is on its way this summer, with a new foreword by Greil Marcus. He will be speaking at CUNY Grad Center’s 20th celebration of Paul Gilroy’s Black Atlantic this fall.
Primus Luta has been working on reshaping the breadth of Concrète Sound System, which grew from a live set to a label, but is coming to embody almost a philosophical approach to sound. The label saw several 2013 releases, including the Services Rendered project for which Luta did the art and music. Additionally, in 2013 he has taken to performing live again, specifically live free jazz with the group Odon which is fronted by Daniel Carter. He remains on the Rhythm Incursions podcast team, and is particularly proud of the “IDM is a MILF” episode from earlier this year. He was also given the opportunity to do a mix for Hank Shocklee at the end of 2012 which will likely get a follow-up before 2013 is done.
This year, Andreas Duus Pape had the agent he used in “Experiments in Agent-based Music Composition” and in “Further Experiments in Agent-based Music Composition” accepted for publication in Games and Economic Behavior (in joint work with Kenneth J Kurtz). A version of the paper can be read here. SUNY Binghamton is now offering Advanced Graduate Certificates in Complex Systems Science and Engineering, which is a program Pape helped found.
D. Travers Scott will publish “Refining Intertextuality as Resonance: Pet Shop Boys Score Battleship Potemkin” in the upcoming issue of Music, Sound and Moving Image. “Intimacy Threats and Intersubjective Users: Telephone Training Films, 1927–1962” was published in Sound Clash: Listening to American Studies in 2012. His book on technology and disease is currently under review. He is also the new Co-Chair of the Gay, Lesbian, Bisexual and Transgender Studies Special Interest Group of the International Communication Association.
Aram Sinnreich’s new book, The Piracy Crusade, will be published in December. The book’s first draft is freely available to read at http://piracycrusade.com, and the final edition can be preordered via Amazon here: http://j.mp/TPC-AMZ
Jonathan Sterne released in 2012 MP3: The Meaning of a Format and The Sound Studies Reader. In 2013 he published “What the Mind’s Ear Doesn’t Hear” in Music, Sound and Space: Transformation of Public and Private Experience, and “Escape from Soundscape” in Soundscapes of the Urban Past: Staged Sound as Mediated Cultural Heritage.
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A Listening Mind: Sound Learning in a Literature Classroom
“Listening is little short of a synonym for learning.”
–Julian Henriques, Sonic Bodies
This is the third post in Sounding Out!’s July forum on listening in observation of World Listening Day on July 18th, 2013. World Listening Day is a time to think about the impacts we have on our auditory environments and, in turn, its affects on us. To read last week’s post by Maile Colbert click here and Regina Bradley’s discussion of listening, race, and Rachel Jeantel (and to read more about World Listening Day) click here.
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How can listening, which I’ve come to understand as an essential way of knowing, enhance the learning experience? My pedagogical challenge over the past few years has been to develop a heightened awareness of the ways our ears are not necessarily, as Robert Frost asserts, “the only true reader and the only true writer,” but certainly an essential mode of reading and writing that is too often underdeveloped. As my high school students read works by Zora Neale Hurston, Ralph Ellison, Michael Ondaatje, Jonathan Safran Foer, James Baldwin, and Lucille Clifton, I want their ears to become increasingly attuned to the sounds, silences, vibrations, and other sonic significance embedded within printed words. I want them to experience how listening enhances their understanding of literature, that listening is learning.
“Writing” by Flickr user filipe ferreira, CC BY-NC-SA 2.0
I’ve taught A Listening Mind, a trimester course for high school juniors at Princeton Day School in New Jersey, for two years. Inspired by Toni Morrison’s 1996 National Book Award acceptance speech, “The Dancing Mind,” the course title signals my interest in challenging students to practice writing and reading in ways that are collaborative and cognitively (and otherwise) dissonant with their usual English classroom habits of mind. For my students, at least initially, writing is ruled solely by the mantra “Show. Don’t Tell.” This course, then, creates preconditions for a new kind of learning. It aims to heighten students’ aural attentiveness in general, and particularly in relation to the sonic life that inhabits the lower frequencies of the printed word. In many ways, the class resonates with Liana Silva’s discussion of sound as significant to writing and learning. In this course, we grapple with essential questions such as: How might we read and write with our ears? What happens when we take the risk to do so? As I design assessments and moderate the course, I keep in mind my own essential question as an educator: How can my scholarly interest in listening as a significant mode of cultural and social engagement translate into sound study learning opportunities for my students? The assignments students complete in A Listening Mind, a few of which I share next, are my response to these questions–a response that is in constant development.
CULTIVATING A LISTENING MIND
On the first day of class, I play Jason Moran’s “Cradle Song” from his most recent album, Artist in Residence. Moran plays the Carl Maria von Weber-composed lullaby on unaccompanied piano; the urgent scratching of a closely miked pencil on paper writes slightly ahead of the calming melody.
The song, a tribute to Moran’s mother who would stand over his shoulder taking notes as Moran practiced piano as a child, amplifies a sonic life that more often lingers within the printed word. Thus, it allows us to begin exploring the possibilities of listening as an approach to reading and writing.
In the first month of the course, students practice low stakes listening and writing: they go on short listening walks and record by hand what they hear in their sound journals. Rutger Zuydervelt’s Take a Closer Listen, an excerpt from the opening pages of Jonathan Safran Foer’s Extremely Loud and Incredibly Close, and the New York Times Magazine prose and audio essay, “Whisper in the Wind” are our inspirations for this assignment. They visit a space in which they feel most like themselves and tune into the space’s acoustics. They do the same in a space where they are less comfortable. Students also tune their attention to eco-listening – listening with intention to the natural or man-made environments in which we find ourselves. The idea is to notice the sounds our ears have become deaf to as we’ve become accustomed to a space. Their eco-listening results in their creating individual listening booklets that record the sounds we hear and our occasional reflections on them. By listening to various sounds and in various ways during the early weeks of the course, students exercise their ears and, along the way, some even realize that you need more than just ears to listen.
“Listening Devices” by Flickr user abrinsky, CC BY-NC-SA 2.0
SONIC MATERIAL CULTURE
One of the assignments of the course involves work in what I call “sonic material culture.” According to the University of Delaware’s Center for Material Culture Studies, the study of material cultural objects “promotes the learning from and the teaching about all things people make and the ways people have acted upon the physical and visible world.” But, what about the ways in which material culture impacts the audible world? Sonic material culture looks at how material cultural objects help create cultural meaning through the sounds they make and the ways in which people use those sounds. Students explored an array of “sonic objects” that included, among others, a Tibetan singing bowl, steel drum, Shofar, typewriter, stethoscope, and a boom box. They then chose one of the items – an item that either makes sound (like a steel drum) or allows for access to sound (like a stethoscope), and began their research with a specific focus on how this item holds sonic cultural significance.
To research the stethoscope, for example, one student interviewed a cardiologist and a medical historian. She learned that sounds doctors hear through the stethoscope “comprise a language, spelling out diagnoses and prognoses” and provide “gateways to our understanding of the heart.” Another student chose the Steel Drum, an instrument developed in the 20th century in Trinidad and Tobago, and ended up discussing the innovation involved in reusing oil containers to produce a new cultural sound. Another student’s research on the Tibetan Singing Bowl led him back to a moment in Jonathan Stroud’s The Bartimaeus Trilogy: Book Three, Ptolemy’s Gate when the character Kitty Jones describes the ringing of a Singing Bowl that signals her transport into the world of magical spirits. Listening to the Singing Bowl made this student more attentive to this moment that he initially skimmed. And, one student’s love of all things vintage led her to her father’s manual typewriter and an essay combining family history and larger insights about education, workplaces, and mechanical writing. In each of these cases, the students realized that the sounds cannot be extricated from the material, social, and historical conditions that produce them.
SOUNDING HISTORY
The last time I taught the course, I designed a sound history mini-project. Students read excerpts from the work of Mark A. Smith and my work on historical listening in David Bradley’s The Chaneysville Incident, and considered these question: How might sound function as a way to narrate a specific historical moment? Students needed to choose a historical moment, locate a sound, and then create a museum card that, among others, answered the following key questions: What does this sound bring to our attention that we might not otherwise consider? What questions does this sound raise? What does it leave mute? Since students had watched Django Unchained recently, we discussed sounds of slavery in that film. If you write slavery through the crack of the whip, then your focus might be on violence and torture used during that peculiar past. If you tell slavery, though, from the code-laden singing enslaved persons used to send messages to flee, then you have a different frame, a different sonic way into the historical moment.
One student used the opening sounds from The Wizard of Oz to narrate the Dust Bowl. Another examined news reports and hip hop music to listen back to the Los Angeles Uprisings. One young woman interviewed her mother about her immigration experience from Guatemala; in her project, the sound of a train whistle signaled arrival to the United States and a new life. One of the most striking projects consisted in an inventive student engineering her own sound using a teakettle in order to recreate what she imagined as the sound inside a gas chamber in a concentration camp during World War II. As she explained during her presentation, the screeching teakettle captures for her both the sound of gas and the screaming of those persons trapped within a chamber. What an empathetic choice to make as a listening scholar: to imagine the voice of one in the midst of death.
Students worked on this assignment as part of their culminating assessment for the course. I assigned this work at the end of the course because it gave students an opportunity to delve into the work of a Sound Studies scholar: students drew on their skills as listeners developed over the term; returned to questions we asked regarding listening and interpretation of written and recorded texts; framed their own questions for inquiry; and used sound technologies such as Audacity and GarageBand to amplify their historical sound.
“Turn Up the Mix” by Flickr user Travis Hightower, CC BY-NC-ND 2.0
LISTENING BACK
As I tune my ears excitedly towards another World Listening Day (this year on July 18, 2013), I find myself remembering my students’ portfolio reflections of their learning in this course. Students mentioned that their time in the course helped them pay more attention to sounds around them: “my ears have been retrofitted by my experience in this class.” Some students became more in tune with their own sound: “The world is too noisy. I need to focus in, to tune in to myself.” Yet others found themselves “slowly opening [them]selves up to others” and becoming “more engaged with others’ opinions even if they were different from” their own. Even though some students entered the class resistant to, uncertain about, or “unnerved” by the thought of a listening English course, they felt by the end that, in the words of one student, “Now I leave this class with a purpose and clearer understanding of the importance of listening to my own echo.” In short, the two groups of students who have taken this class grow more “in tune” to multiple frequencies of reading, writing, and learning.
“Verbose, sentimental foolery” by Flickr user Sarah Ross, CC BY-NC 2.0
Lastly, while I hoped students would grow as listeners, I did not anticipate that their perceptions of themselves as readers and writers would also shift. Students who previously described themselves as “just not an English student” or who began writing and reading assignments with self-defeating “I’m just not good at this” comments, delved more deeply into the writing process and produced strikingly confident, nuanced pieces by term end. They have grown in their sonic literacy. In this, my students remind me of the most essential of questions: How, to borrow Carol Dweck’s language, do we help students develop a growth, rather than a fixed, mindset where learning is concerned? In my view, listening—practiced as a dynamic, tinkering, beta-type approach to the study of literature and writing—provides interesting answers.
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Featured image photo credit: “Listen, Understand, Act” by Flickr user Steven Shorrock, CC-BY-NC-SA-2.0
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Nicole Brittingham Furlonge earned her PhD in English from the University of Pennsylvania. Her dissertation, “On the Lower Frequencies: Listening and African American Expressive Culture,” marks the beginnings of her investment in sound studies as the field resonates with issues of race, class, gender and education. Her work has been published in the academic journals Callaloo and Interference, and in the publication St. Andrew’s Today. She also has published a cookbook for young children, Kitchen Passports: Trinidad and Tobago. She has taught in independent high schools and colleges for 16 years, including University of Michigan, UPenn, The Lawrenceville School, Holderness School and St. Andrew’s School in Delaware. She has extensive experience in the classroom and in administrative roles dealing with curriculum development, diversity issues, faculty development and issues regarding education, equity and access.Currently, Nicole chairs the English Department at the Princeton Day School in New Jersey and blogs at the Huffington Post. She lives in the green part of New Jersey with her spouse and their three young children.
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REWIND! . . .If you liked this post, you may also dig:
“The Sounds of Anti-Anti-Essentialism: Listening to Black Consciousness in the Classroom“–Carter Mathes
“Deejaying her Listening: Learning through Life Stories of Human Rights Violations“–Bronwen Low and Emmanuelle Sonntag
“Audio Culture Studies: Scaffolding a Sequence of Assignments“–-Jentery Sayers
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