News from the Collective

Usually when we celebrate our year in review, we get a little bit loud. . .okay, well, maybe we get REAL loud! We’re not usually ones to shy away from joyous bombast, especially when celebrating the hard work of our writers and editors, and the deep relationship we have with our readers. We wouldn’t be here without your clicks, your sharing, and your inspiration, and we love the excitement of readers becoming writers. It’s our favorite! But we don’t want our joy and celebration to be drowned out by 2023’s many loudnesses. We’re starting off 2024 with neither a bang nor a wimper, but instead, with the quiet but powerful resonance of ripples in water, which is exactly the energy our top ten posts bring. Please enjoy them, and keep these ideas spreading far and wide, near and far. Thank you. We’ll be dropping more gems in the pond in 2024. –JS

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(10). From Spanish to English to Spanish: How Shakira’s VMA Performance Showcases the New Moment in Latin Music “Crossover”

by Petra Rivera-Rideau  and Vanessa Díaz

“On the night of September 12, Colombian pop star Shakira made history as the first predominantly Spanish-language artist to be honored as MTV’s Video Vanguard at the Video Music Awards (VMAs). The award recognizes artists who have had a major and innovative impact on music videos and popular music. Shakira played a 10-minute medley of Spanish and English hits from her three-decades long career. Her performance demonstrated her breadth as an artist as she shifted from pop to rock to reggaetón.

Not only did she demonstrate her impressive musical range, but of her 69 singles, Shakira selected those that represent two significant crossover moments for Latin music. She sang hits like “Wherever, Whenever,” “Hips Don’t Lie,” and “She Wolf” from her English-language crossover in the early 2000s as part of the so-called “Latin Boom.” She sang 2001’s “Objection (Tango)” with the same samba/rock music arrangement she used at her very first VMA performance in 2002.”

[Click here to read more]

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(9). The Cyborg’s Prosody, or Speech AI and the Displacement of Feeling

by Dorothy R. Santos

“[. . .] The past few years may have been a remarkable advancement in voice tech with companies such as Amazon and Sanas AI, a voice recognition platform that allows a user to apply a vocal filter onto any human voice, with a discernible accent, that transforms the speech into Standard American English. Yet their hopes for accent elimination and voice mimicry foreshadow a future of design without justice and software development sans cultural and societal considerations, something I work through in my artwork in progress, The Cyborg’s Prosody (2022-present).

The Cyborg’s Prosody is an interactive web-based artwork (optimized for mobile) that requires participants to read five vignettes that increasingly incorporate Tagalog words and phrases that must be repeated by the player. The work serves as a type of parody, as an “accent induction school” — providing a decolonial method of exploring how language and accents are learned and preserved. The work is a response to the creation of accent reduction schools and coaches in the Philippines. Originally, the work was meant to be a satire and parody of these types of services, but shifted into a docu-poetic work of my mother’s immigration story and learning and becoming fluent in American English.”

[Click here to read more]

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(8). Echoes in Transit: Loudly Waiting at the Paso del Norte Border Region

by José Manuel Flores & Dolores Inés Casillas

Geographically, the Paso del Norte (PdN) region includes the city of El Paso, Texas, Ciudad Juárez, Mexico, as well as neighboring cities in the state of New Mexico (see map). U.S. citizens live and play in Juárez, and those in Juárez (Juarenses), live and work in El Paso with families extended on both sides; continually moving back and forth. Yet, this broader region has long been plagued with sensationalizing headlines, both in the U.S. and in Mexico, that cast violent and limiting portrayals of these borderland communities. Recognized as sister cities, El Paso and Ciudad Juárez are seen less as close-knit siblings and more like distant cousins with Juárez routinely referred to undesirably as the little sister or ugly sister in comparison to El Paso. Indeed these hierarchical north/south (first world/not-quite-first-world) distinctions are products of histories of colonialism, unequal trade policies, and racial capitalist systems galvanized by immigrant detention camps (a tenant of the Immigration Industrial Complex). Within larger conversations about border cities, both Tijuana (San Diego) and Reynosa (McAllen) are recognized as the “primary” border cities due to their larger population size, transnational capital, and industrious reputations.

Two decades ago, Josh Kun’s concept of the “aural border” invited scholars to consider the US/Mexico border as a “field of sound, a terrain of musicality and music-making, of melodic convergence and dissonant clashing” (2000). Kun’s writings over the years have roused generations of sound scholars to listen to borders, border crossings, border communities and how they reverberate their economic, social, and migrant conditions. This essay intentionally moves away from Kun’s (beloved) border city of Tijuana and towards a less-referenced US/Mexico border city: Ciudad Juárez, Mexico. Here, 1,201 kilometers east of Tijuana, we offer an opportunity to listen to Juárez’s everyday bustling of migratory life through the digital sound repository, the Border Soundscapes Project.

[Click here to read more]

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(7). Beyond the Every Day: Vocal Potential in AI Mediated Communication 

by Amina Abbas-Nazari 

“[. . .] I have a particular interest in extended and experimental vocality, especially gained through my time singing with Musarc Choir and working with artist Fani Parali. In these instances, I have experienced the pleasurable challenge of being asked to vocalise the mythical, animal, imagined, alien and otherworldly edges of the sonic sphere, to explore complex relations between bodies, ecologies, space and time, illuminated through vocal expression.

Following from [Nina] Eidsheim, and through my own vocal practice, I believe AI’s prerequisite of voices as “fixed, extractable, and measurable ‘sound object[s]’ located within the body” is over-simplistic and reductive. Voices, within systems of AI, are made to seem only as computable delineations of person, personality and identity, constrained to standardised stereotypes. By highlighting vocal potential, I offer a unique critique of the way voices are currently comprehended in AI recognition systems. When we appreciate the voice beyond the homogenous, we give it authority and autonomy, ultimately leading to a fuller understanding of the voice and its sounding capabilities.”

[Click here to read more]

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(6). Tuning In to the Desi Valley: Getting to Know a Community via Radio

by Noopur Raval

“Sound has a peculiar relationship to mindfulness; zoning in and out, active and passive forms of listening while we situate our listening practices alongside other daily activities. Especially when it comes to driving, listening to something or someone or just singing aloud by myself, I have realized, helps me drown out other noises of alertness. Over the years I have come to value background music or chatter and especially radio programming that takes the burden of curation and scheduling off my back, in all sorts of tasks that require deep concentration. Enough and more has been said about the visual-bias in various forms of ethnographic inquiry (see Andrew C. Sparkes’s “Ethnography and the senses” for a good example). Without belaboring these arguments, I also find that knowing through listening and listening as a mode of non-haptic yet immersive and intimate engagement can also prove to be a fruitful method of inquiry, especially in our post-pandemic worlds, where it feels a lot harder to establish intimacy. The United Nations noted that radio, in particular, “provided solace” during that period of physical distancing  and social isolation.

For me, radio sparked my accidental realization and foregrounding of sonic methods as an itinerant means of getting to know new things, people and surroundings in life and research when I moved from New York to the San Francisco Bay Area in mid-2022 to start a new position as a postdoctoral researcher. Knowing that I would continue living in California for the near future, after eight long years of having deferred driving in America, I decided to learn driving and buy a car.”

[Click here to read more]

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(5). Ronca Realness: Voices that Sound the Sucia Body

by Cloe Gentile Reyes

“[. . .] My mother grew up listening to her father sing boleros, and she would later sing with the Florida Grand Opera Chorus when I was a child. My early knowledge of opera came from her. Growing up in Miami Beach, I would also listen to reggaetón and hip-hop in afterschool programs. The Parks & Recreation department would host dances for us, and that was where I first learned to dance perreo. My early musical surroundings represent what it means to be a colonial subject, to hear the Italianate vocal legacies of opera mixed with the Afro-Diasporic and Indigenous rhythms of reggaetón. This post contextualizes my experience within bolero’s colonial history and legacy particularly its operatic disciplining of brown and Black bodies and voices. Reggaetóneras provide models for sonic subversion by being ronca, raspy, or breathy, and thus overriding internalized Eurocentric dichotomies of feminine and masculine vocal timbres.

When I began my own operatic training in college, I was constantly told to “purify” my voice, to resist vocal “fry,” and to handle my acid reflux by avoiding spicy foods. I was steered away from singing the pop songs I had grown up with, and kept many musical activities secret, like when I soloed for the tango ensemble and my a cappella group. In graduate school, thanks to my Latina roommates, I began listening to reggaetón again. I reunited with the voices that raised me and was reassured that their teachings of resistance would always present themselves when I needed them”

[Click here to read more] 

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(4). “Caught a Vibe”: TikTok and The Sonic Germ of Viral Success

by Jay Jolles

“[. . .]The app currently known as TikTok began as Musical.ly, which was shuttered in 2017 and then rebranded in 2018. By March of 2021, the app boasted one billion worldwide monthly users, indicative of a growth rate of about 180%. This explosion was in many ways catalyzed by successive lockdowns during the first waves of the COVID-19 pandemic. Despite the relaxation and subsequent abandonment of COVID mitigation measures, the app has retained a large volume of its users, remaining one of the highest grossing apps in the iOS environment. TikTok’s viral success (both as noun and adjective) has worked to create a kind of vibe economy in which artists are now subject to producing a particular type of sound in order to be rendered legible to the pop charts. [. . .] The app, which is the perfect–if chaotic–fusion of both radio and video is enmeshed in a wider media ecosystem where social networking and platform capitalism converge, and as a result, it seems that TikTok is changing the music industry. . .”

[Click here to read more]

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(3). “In My Life”: Loving Queerly and Singing Across Generations

by Casey Mecija

The cold winds staked their claim over Toronto, where my parents had recently arrived from the Philippines. They were underdressed and making their way down Parliament Street. Despite being warned of a shift in temperature, they were not expecting the brutal intensities of Canadian winter. I’m not sure how anyone anticipates the sharp sting of negative temperatures when they are arrivants used to tropical climates. Undeterred, my mother and father headed to a small Filipino grocer, hoping to encounter a semblance of domestic familiarity. Pressed against the biting winds, my mother abruptly stopped, looked at my father and said, “Tumutolo ang sipon” – you have a runny nose. To which my father replied, “Ikaw din” – you do too! They both started laughing and laughed again when they retold me this story 48 years later. When faced with the challenges of migrating to a new and very cold country, they managed to mine humour from a deep well of difficult circumstances. We had been listening to the song “In My Life” by the Beatles (Lennon & McCartney 1965). Something in its expression, melody, and feeling caused my parents to be transported to this small but important moment.

[Click here to read more]

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(2). “Hey Google, Talk Like Issa”: Black Voiced Digital Assistants and the Reshaping of Racial Labor

by Golden Owens

“In October 2019, Google released an ad for their Google Assistant (GA), an intelligent virtual assistant (IVA) that initially debuted in 2016. As revealed by onscreen text and the video’s caption, the ad’s announced that the GA would soon have a new celebrity voice. The ten-second promotion includes a soundbite from this unseen celebrity—who states: “You can still call me your Google Assistant. Now I just sound extra fly”— followed by audio of the speaker’s laughter, a white screen, the GA logo, and a written question: “Can you guess who it is?”

Consumers quickly speculated about the person behind the voice, with many posting their guesses on Reddit. The earliest comments named Tiffany Haddish, Lizzo, and Issa Rae as prospects, with other users affirming these guesses. These women were considered the most popular contenders: two articles written about the new GA voice cited the Reddit post, with one calling these women Redditors’ most popular guesses and the other naming only them as users’ desired choices. Those who guessed Rae were proven correct. One day after the ad, Google released a longer promo revealing her as the GA’s new voice, including footage of Rae recording responses for the assistant. The ad ends with Rae repeating the “extra fly” line from the initial promo, smiling into the camera.

Google’s addition of Rae as an IVA voice option is one of several recent examples of Black people’s voices employed in this manner. Importantly, this trend toward Black-voiced IVAs deviates from the pre-established standard of these digital aides. While there are many voice options available, the default voices for IVAs are white female voices with flat dialects. This shift toward Black American voices is notable not only because of conversations about inclusion—with some Black users saying they feel more represented by these new voices—but because this influx of Black voices marks a spiritual return to the historical employment of Black people as service-providing, labor-performing entities in the United States, thus subliminally reinforcing historical biases about Black people as uniquely suited for performing this type of work.”

[Click here to read more]

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(1). “Your Voice is (Not) Your Passport”

by Michelle Pfeifer 

“In the 1992 Hollywood film Sneakers, depicting a group of hackers led by Robert Redford performing a heist, one of the central security architectures the group needs to get around is a voice verification system. A computer screen asks for verification by voice and Robert Redford uses a “faked” tape recording that says “Hi, my name is Werner Brandes. My voice is my passport. Verify me.” The hack is successful and Redford can pass through the securely locked door to continue the heist. Looking back at the scene today it is a striking early representation of the phenomenon we now call a “deep fake” but also, to get directly at the topic of this post, the utter ubiquity of voice ID for security purposes in this 30-year-old imagined future.

In 2018, The Intercept reported that Amazon filed a patent to analyze and recognize user’s accents to determine their ethnic origin, raising suspicion that this data could be accessed and used by police and immigration enforcement. While Amazon seemed most interested in using voice data for targeting users for discriminatory advertising, the jump to increasing surveillance seemed frighteningly close, especially because people’s affective and emotional states are already being used for the development of voice profiling and voice prints that expand surveillance and discrimination. For example, voice prints of incarcerated people are collected and extracted to build databases of calls that include the voices of people on the other end of the line.“

[Click here to read more]

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Featured Image “ripples in monochrome” by Flickr User SalmonSalmon CC BY-NC-ND 2.0 DEED

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REWIND! . . .If you liked this post, you may also dig:

The Top Ten Sounding Out! Posts of 2020-2022!

The Top Ten Sounding Out! Posts of 2019!

The Top Ten Sounding Out! Posts of 2018!

The Top Ten Sounding Out! Posts of 2017!

The Top Ten Sounding Out! Posts of 2016!

The Top Ten Sounding Out! Posts of 2015!

309 pages

Design de la couverture : Kate McDonnell

Date de publication : janvier 2024

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Table des matières

December 1975.

The cold winds staked their claim over Toronto, where my parents had recently arrived from the Philippines. They were underdressed and making their way down Parliament Street. Despite being warned of a shift in temperature, they were not expecting the brutal intensities of Canadian winter. I’m not sure how anyone anticipates the sharp sting of negative temperatures when they are arrivants used to tropical climates. Undeterred, my mother and father headed to a small Filipino grocer, hoping to encounter a semblance of domestic familiarity. Pressed against the biting winds, my mother abruptly stopped, looked at my father and said, “Tumutolo ang sipon” – you have a runny nose. To which my father replied, “Ikaw din” – you do too! They both started laughing and laughed again when they retold me this story 48 years later. When faced with the challenges of migrating to a new and very cold country, they managed to mine humour from a deep well of difficult circumstances. We had been listening to the song “In My Life” by the Beatles (Lennon & McCartney 1965). Something in its expression, melody, and feeling caused my parents to be transported to this small but important moment.

In her conversation with Christine Bacareza Balance, “‘Revolutions in Sound’: Keynote Duet” (2022) Alexandra T. Vazquez writes: “The popular…leaves so much room for engagement with sound artists (musicians without the gallery). None of them need theorists to argue for them, to argue for their mattering because to so many, they already do. How do they instead invite theorists to take part in something alongside them?” (12). I was never a big fan of the Beatles, but regardless of my opinions, they were popular. As a relentlessly oppositional teenager, I was put off by their mass popularity. As Vazquez suggests, despite one’s musical taste, songs are invitations, not scholarly conquests. The memory re-opened by my parents’ connection to “In My Life” was an invitation for me to take stock of the song’s affective and, for them, diasporic trajectories. As Balance (2022) suggests songs request us to “listen long so we hear where another is coming from” (15). For her, “long” describes temporality and commitment. To “listen long” implies that duration and attention are the pretext for empathic relations.

“In My Life” was released in 1965. My mother was fifteen years old when she first heard the song on the radio in a boarding house in Marbel, Philippines. One year later, on July 16, 1966 the Philippine Free Press would announce, “The Beatles Are Coming” (de Manila as cited by Robert Nery in “The Hero Takes a Walk” 2018). At that time, Ferdinand Marcos was the newly elected president of the Philippines, and Imelda Marcos was his First Lady. The Marcoses would later unleash an era of violent dictatorial power and impose Martial Law in 1972, escalating political suppression (Burns 2013). My mother recalls that the band’s first and only appearance in the Philippines was remembered by many less for their two scheduled concerts and more for their “snub” of Imelda. The Beatles were noticeably absent at a lunch reception they were expected to attend with the First Lady at the Presidential Palace. Their absence, attributed to a communication error between the concert promoter and the band’s manager, incited public disapproval and resulted in the sudden disappearance of their security escort and hotel and porter service. Unlike in other cities, the band was refused room service and was forced to carry their own luggage (Nery 2018).

What is striking about this moment is that it breaks from preoccupations with Filipinx desires for assimilation and mimicry of Western imperial projects. In Video Night in Kathmandu and Other Reports from the Not-So-Far East, British travel writer Pico Iyer (1988) famously stated that Filipinx people are the “[m]aster of every American gesture, conversant with every western song…the Filipino plays minstrel to the entire continent (153)” Turning against imperial scripts and the band’s documented disdain of “Mosquito City” and even worse, John Lennon’s comment that a return to the Philippines would require “an H-bomb,” the soured residues of their visit marks a queer rupture in Beatlemania. The public decried that Filipinx people deserved better from the band, capturing what Balance describes in Tropical Renditions: Making Musical Scenes in Filipino America (2016), as “disobedience” in that “disavows a belief in the promises of assimilation” (5). For me, Filipinx non-compliance textures the sonic substance of “In My Life.” While the shadow of the Marcoses cronyism and corruption is an inescapable footnote, it is the defiant voices of hotel employees, dismayed fans, and airport workers that insisted on the “ordinariness” (Wofner & Smeaton, 2003) of the Beatles that holds the song’s queer decibels.

There are places I’ll remember all my life, though some have changed. Some forever, not for better. Some have gone, and some remain.

“In My Life” (Lennon & McCartney 1965).

January 2018.

I am sitting on my couch watching a Toronto Raptors game. The television emits light that flickers through a large window that frames a bright winter moon. I am 41 weeks pregnant at this point (feeling similarly shaped and sized as the moon outside). My stubborn queer resistance to the Beatles somehow dissipated during my pregnancy, and the song “In My Life” made its way to me. I would quietly sing the song to my pregnant belly. Then, that January night, I felt a snap inside my body and a rush of water down my legs. I won’t go into much gratuitous detail other than to say that at 12:49 pm the next day, Asa Cy Dyer-Mecija was born at home.

And these memories lose their meaning when I think of love as something new.

“In My Life” (Lennon & McCartney 1965)

Sometimes, I needed to couch the queerness of pregnancy in words that were not mine. The distance between these words and the ones I had yet to find would help to structure my unfolding love for Asa. Here, queerness presented a modality of encounter with uncensored desires. Queerness is often theorized as a utopian impulse; the queerness of my pregnancy jostled both the hopes and fears brought up by the unknown terrain of parenting amidst heteronormativity. For me, “In My Life” is riven by sentimentality and nostalgia, but it also gave melody to a tender relationship with myself and my new role in the world. This was the sonic throughline to my parents, a queer inheritance of tension made from the hopes for kinder contexts amidst the limitations of harsh realities.

December 2022.

I was invited to perform as part of the Queer Songbook Orchestra’s holiday fundraiser. The Queer Songbook Orchestra is a chamber pop ensemble that hosts an annual concert focused on songs and stories about “chosen family and queer joy” (Queer Songbook n.d.).  At that time, Asa was four years old. He is a child of the pandemic. He’s a kid with two moms, a present and kind donor, and is dearly loved by his Lolo and Lola, his grandparents, aunts, titas, uncles, cousins, kuya, ate, and his beautiful chosen family. My partner, Hannah, and I sometimes worry about how his world will be affected by reactions to the makeup of our family, but mostly, we know he’ll be sure he’s loved by many.

To me, the song “In My Life” offers a useful sonic response to homophobia. As a baby, after Asa’s baths, I would often wrap him in a towel, and while rocking him back and forth, I would sing these lyrics from the song: “Though I know I’ll never lose affection for people and things that went before, I know I’ll often stop and think about them. In my life, I love you more” (Lennon & McCartney 1965). To me, this statement is a queer ethos. We know that 2SLGBTQ+ people have necessarily and creatively reworked and reimagined the organization and expression of kinship. When family is so often bounded by what Julianne Pidduck calls “constraints of relationality” in “Queer Kinship and Ambivalence”(2008: 441), the lyrics “In my life, I love you more” are a call to action. More is a word used comparatively to insist that there is something greater, something more exists, something more is possible. I embrace the challenge to love more. My queerness urges me to love more, and parenting Asa does, too. On the evening of the performance, indexed by my parents’ struggles and our shared disdain for the chill of winter, Asa and I performed “In My Life” together. The video of our performance will remain a treasured sonic archive that I will return to often, and as Asa gets older, I hope it reminds him of how beautiful he’s always been.

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Casey Mecija is an Assistant Professor in the Department of Communication & Media Studies at York University. Her current research examines sound as a mode of affective, psychic, and social representation, specifically in relation to diasporic experience. Drawing on sound studies, queer diaspora studies and Filipinx Studies, her research considers how sensorial encounters are enmeshed and disciplined by social and psychic conditions. In this work, she theorizes sounds made in and beyond Filipinx diaspora to make an argument about a “queer sound” that permeates diasporic sensibilities. She is also a musician and filmmaker whose work has received several accolades and has been presented internationally.

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REWIND!…If you liked this post, you may also dig: 

Blank Space and “Asymmetries of Childhood Innocence”  –Casey Mecija

The Sound of What Becomes Possible: Language Politics and Jesse Chun’s 술래 SULLAE (2020) –Casey Mecija

The Cyborg’s Prosody, or Speech AI and the Displacement of Feeling–Dorothy Santos

Tape Hiss, Compression, and the Stubborn Materiality of Sonic Diaspora–Chris Chien

Xicanacimiento, Life-giving Sonics of Critical Consciousness—Esther Díaz Martín and  Kristian E. Vasquez 

Moonlight’s Orchestral Manoeuvers: A duet by Shakira Holt and Christopher Chien

Enacting Queer Listening, or When Anzaldúa Laughs–Maria Chaves Daza

Echoes in Transit: Loudly Waiting at the Paso del Norte Border Region—José Manuel Flores & Dolores Inés Casillas

The Queerness of Wham’s “Last Christmas”–Justin Burton

Could I Be Chicana Without Carlos Santana?–Wanda Alarcón

by Basem Adi

I am writing a series of blog posts that outline the contents and arguments presented in 'A Relational Realist Vision for Education Policy and Practice'. In this entry, I briefly summarise the third chapter, dedicated to the morphogenetic paradigm. As the paradigm is the basis of later chapters, an overview is provided, followed by a proposed revision. The revision will provide a conceptual model in which orders of social relationality are morphogenetically anchored in relational reflexivity that steers the direction of relations.

Key terms are italicised in the article - to access definitions of these terms, please refer to the glossary of 'A Relational Realist Vision for Education Policy and Practice'.

The Morphogenetic Paradigm: Conceptualising the Human in the Social

The articulation and application of social policies are emergent from social relations. Within social relations, individual and corporate agents meet their needs and create relational mechanisms that generate and re-generate responsive institutional structures. The morphogenetic paradigm explains the relational dynamics that define the interdependence between personal identity and social morphogenesis. In 'A Relational Realist Vision for Education Policy and Practice', I presented an overview of the morphogenetic paradigm. In this overview, I documented its emphasis on the internal conversation, in the form of world-directed deliberations, as Personal Emergent Properties (PEP). The focus on PEPs is to affirm the efficacy and irreducibility of personal deliberations to the objectivity of third-person ideas.

Thus, Archer (2003) distinguishes socio-cultural structures (context) from the deliberations of active agents (concerns). The nature of deliberation extends beyond the concerns of the discursive order to include the natural and practical orders. Accordingly, the subjective interiority that distinguishes the self from its environment leads to an authority to act in the world in an autonomous way that is not reducible to the discursive order. With authority to act in the world comes the explanatory capacity to account for the activity resulting from subjective authority on the forces of socialisation.

Between the mind and world are Personal Emergent Properties (PEP), through which people distance themselves from their biological origins in the process of social becoming. The existence of these properties means self-conscious reflexivity from a first-person perspective – with an irreducible subjective interiority and authority – is logically and ontologically before any social role. Therefore, system outcomes produced by morphogenetic processes are anchored in the reflexive capacities of persons (internal conversation) as they encounter collectives. First, the 'I' initially reflexively deliberates on its natal context ('Me') – the outcome of reflexive deliberation can lead to a dedication to reproduce or work to transform 'Me'. When seeking to change the natal context, the 'I' becomes part of a 'We', i.e., a corporate agent. In turn, the emergent personal identity aligns with a social role following the deliberative process that will affect the socio-cultural context. Hence, in Archer's morphogenetic paradigm, the deliberation of the 'I', which is ontologically and logically before a social role, anchors the process in which personal identity and socio-cultural context are co-emergent.

Revising the morphogenetic paradigm

In 'A Relational Realist Vision for Education Policy and Practice', I propose revising the morphogenetic paradigm. The revision builds on its relational starting point that affirms the irreducibility of personal reflexivity as part of a stratified understanding of an emergent personal identity. The proposed revision understands the reflexivity of the interactional order to be the anchor of personal and socio-cultural morphogenesis. The revision is based on two points:

1. Reflexivity is a meaning-based capacity: As noted, to affirm the efficacy of subjective interiority and authority, Archer understands reflexivity to be irreducible to the discursive domain. However, considering a developmental perspective of the self, subjective authority can be maintained when contextualised within the developmental genesis of reflexivity.

2. When reflexivity is viewed as a meaning-making mechanism, it extends beyond personal reflexivity. As a result, personal reflexivity is considered an element of social morphogenesis rather than its anchor.

Regarding the first point, drawing on Neisser's model, selfhood consists of five developmental stages – the ecological, interpersonal, extended, private and conceptual selves. The conceptual self – representing the capacity to mentally approximate – is emergent from other forms of self-knowledge that refer to these different developmental selves. As a result, affirming a developmental understanding of reflexivity as a semantic capacity leads to a stratified conception of personal identity. As an emergent property, it is grounded in pre-discursive mechanisms (identified in different developmental selves) that enable its efficacy.

Reflexivity can be extended beyond the personal when understood as a meaning-based deliberation. Hence, the activities of corporate agents ('We') can be described as reflexive, as part of multiple nodes within social networks. These deliberations seek to affect the outcome of morphogenetic processes. Personal reflexivity, therefore, is an element in relational morphogenesis. The interaction between the personal and collective gives social networks new properties and powers that result in relational reflexivity anchoring social morphogenesis in a meta-reflexive way. Relational outcomes fall in the order of possibilities, and the interaction between the personal and collective infuses social networks with reflexivity, monitoring the outcomes it produces. In a morphogenetic cycle, the interactive process monitors the initial structural order and how it regulates relations. Relational reflexivity is directed at the characteristics of the relationship that go beyond the personal perspective of the internal conversation.

Consequently, reflexivity is not restricted to how the subject sees and deliberates on relations as it arrives at a specific dedication. It also pertains to reflexive activity directed at the characteristics of the relation. Accordingly, it is a steering mechanism attuned to the direction of a relationship (Donati 2021). Personal reflexivity operates as an element of the relation, as the 'I' dedicates itself to a social role. After dedication, the 'I' is part of the operation of corporate agents as they seek to transform the structural order. Therefore, what anchors transformation (morphogenesis) or reproduction (morphostasis) is the entwining of agents' internal conversations. When this entwining is part of a meta-reflexive activity, it becomes relational reflexivity that exceeds individual personal reflexivity and is directed at the characteristics of the relation:

What needs to be highlighted is the fact that the social network operates with a reflexivity of its own that is characterised in that it entwines agents' internal conversations between them and in this way generates a relational reflexivity between the nodes in the network which exceeds the individual (personal) reflexivity of agents. (Donati 2021: 97)

The implications of anchoring morphogenesis in relational reflexivity

The morphogenetic dynamics of social relationality are demarcated into two orders: (1) The relational structural order that impinges on agents/actors; (2) The processual relational order in the form of interactions and transactions that reproduce or change the relational structural order (Donati 2021). In morphogenesis, these two orders of social relationality are anchored in relational reflexivity that can be identified in the transaction between the nodes of social networks.

The implications of anchoring morphogenesis in relational reflexivity are explored in the context of a post-functionalist approach to education. A notion of the curriculum that distinguishes between the lived, planned, and experienced dimensions is proposed. These different dimensions can be mapped to orders of social relationality. In the interactional stage (T2-T3), the curriculum is represented in its lived and experienced forms. On the other hand, the planned curriculum is represented in the structural order in its initial form at stage T1 and in its transformed form at stage T4. In this educational dynamic, assessment is part of relational reflexivity that focuses on the internal dynamics of learning to ascertain changing development points of the student at stages T2-T3. In turn, the planned curriculum is reproduced or transformed based on its role in regulating learning to enable students to meet the learning criteria. The curriculum, assessment and learner development are interconnected aspects of orders of social relationality.

References:

Archer, M. (2003). Structure, Agency and the Internal Conversation. Cambridge University Press.

Archer, M. (2000). Being Human: The Problem of Agency (First). Cambridge University Press.

Donati, P. (2011). Relational Sociology: A New Paradigm for the Social Sciences. Routledge.

Donati, P. (2021). Transcending Modernity with Relational Thinking (First). Routledge.

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A Relational Realist Vision for Education Policy and Practice

This volume argues that relational realism can help us to make better educational policy that is more effective in practice. Basem Adi draws on critical realism to thoroughly re-examine fundamental assumptions about how government policymaking works, developing an ontological basis from which to exa…

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or, Last Summer a DJ Saved My Life

“Hip Hop does work that a lot of other things don’t do” Young Guru (viii).

The way that we imagine English Studies, specifically Composition and Rhetoric (Comp/Rhet), today needs a radical shift. Specifically, we need new techniques for Writing Studies pedagogy to reach students in a more meaningful and contemporary fashion.  Todd Craig’s “K for the Way:” DJ Rhetoric and Literacy for 21st Century Writing Studies (Utah State University Press, 2023) both documents the need for this shift and enacts it. Craig’s work enables us to recognize the pedagogical impact on writing that Hip Hop has had over the last 50 years—specifically how the DJ/deejay as twenty-first century new media reader and writer teaches students not just to think about sound, but to compose with it, too.

An Associate Professor of English at CUNY Graduate Center, Craig has little desire to shake the foundations of English Studies, but instead do what Hip Hop has always done—make a way where there is none. The point is to (re)imagine new ways of doing old things; in this case, of teaching and reaching students who arrive in First-Year Writing courses. “K for the Way” does more than demonstrate the ways in which the DJ is a twenty-first century pedagogical savant; it also teaches readers, using DJ Rhetoric and DJ Literacy, about the culture that makes them possible.

This summer, a DJ really did save my life: as someone who feels consistently overwhelmed by the vast nature of scholarly discourse, “K for the Way” gave me a chance to breathe, to identify with something that has been a part of me for the better part of my life, and to see myself in a conversation about a topic I am more than passionate about. For Craig, community, history, and culture are the core of his mission as a scholar, educator, and DJ.

Craig defines several new terms that bridge the worlds of Hip Hop and Composition and Rhetoric.  First, we have DJ Rhetoric, which can be understood as the modes, methodologies, and discursive elements of the DJ. For Craig, it “encompasses the quality of oral, written, and sonic language that displays and expresses sociocultural, historical, and musical meanings, attitudes, and sentiments” (23). Next, there is DJ Literacy, which is the “sonic and auditory practices of reading, writing, critically thinking, speaking, and communicating through and with the rhetoric of Hip Hop DJ culture” (23). These two definitions, operating in conjunction, situate the DJ as a kind of griot, a figure that Adam Banks invokes as a carrier of tradition, stories, and histories in Digital Griots: African American Rhetoric in a Multimedia Age (Studies in Writing and Rhetoric) (2011). The mission of the griot is to carry stories and translate them to various audiences while adhering to the rhetorical conventions and modes of whichever audience they find themselves before; similarly, the DJ is responsible for “communicating the pulse and the evolution of a culture that once sat as ‘underground’ but now has dramatically evolved to ‘mainstream’” (25). These definitions serve as guides for the reader as they are tethered to all of the concepts and (re)imagining happening throughout the book.

Craig is intimately close to the work he is doing. He lives and breathes Hip Hop; and what should a book about the Hip Hop DJ be if not written by someone who embodies the role, culture, and practice of DJing?   Craig  uses a  a research methodology known as hiphopography in which Hip Hop ways of being are central to studying it. Coined by James G. Spady, this term is defined as “a shared discourse with equanimity, not the usual hierarchical distancing techniques usually found in published and non-published (visual-TV) interviewers with rappers” (27). Craig states that hiphopography “allowed me to engage a variety of Hip Hop DJs while also maintaining my own shared values and sentiments around my love of Hip Hop culture and DJ practices” (28).  Hiphopography constructs a conversational, intimate space—touched by history, culture, and music—wherein the interviewer and interviewee can engage and produce meaningful data. This methodology—and Craig’s many interviews with DJs about their craft—becomes part of the text’s core as we begin to see how Craig’s two-pronged argument connects DJ Rhetoric and DJ Literacy to bring both life throughout the book.

If one understands the DJ as a twenty-first century rhetorician and compositionist and considers the ways in which the DJ is a cultural meaning-maker, sponsor, and master sampler, then one can clearly see the connections between the DJ, DJ culture, and Writing Studies in the contemporary moment. In the first part of his argument supporting the significance of DJ Rhetoric and Literacy in writing pedagogy Craig asserts that, “it is essential that the academy at large works to strengthen students’ undergraduate experiences by reinforcing their racial, ethnic, and cultural ties” (14). This perspective provides the foundation for the second part of his argument that “the DJ (and thus, Hip Hop DJ culture) is the epicenter of Hip Hop culture’s creation” (23). Taken together, these dynamic arguments make the claim that the DJ offers a powerful model of a new media reader, writer, and critic. Today, our students come to writing classrooms with a “vast array of cultural capital. . .in their philosophical and cultural backpacks” (107). If we, as writing teachers, want to honor that cultural capital and build with it, we should follow Craig’s lead and look toward the DJ for some pointers on how to expand students’ access to a language that represents them.

Readers will also see a developing research agenda in “K for the Way” that thinks toward changing the culture beyond the present, while acknowledging the groundwork laid for the current moment and building genealogically upon that foundation, just as DJs do with sampling. Craig best exemplifies this when he writes, “in order to fully engage in a conversation—whether intellectual, pedestrian or otherwise—that discusses what DJ Rhetoric might look like, one has to think about the cultural and textual lineage of sponsors and mentors” (51). This notion of textual lineage is borrowed from Alfred W. Tatum who explains the term as “Similar to lineages in genealogical studies” and continues to note that textual lineage is “made up of texts (both literary and nonliterary) that are instrumental in one’s human development because of the meaning and significance one has garnered from them” (Tatum, qtd. in Craig, 51). Craig builds upon Tatum’s idea by introducing sonic lineage, which follows the same logic as Tatum’s term, but through sound (51). What becomes apparent, is that the DJ, as a cultural sponsor, can deploy sonic lineage as a way of communicating history and culture to members within and outside of the Hip Hop community and, more specifically, DJ culture.

Chapter three, especially, works at the interdisciplinary junction of Sound Studies, Writing Studies, and Hip Hop studies to convey a clear critique of the dominant discourse surrounding plagiarism.  Craig is unsatisfied with the black-and-white conception of plagiarism as it presents itself in the academy. As a result, he moves to inquire “how we as practitioners [of teaching composition] approach citation methods and strategies within a twenty-first century landscape” (75). Craig promptly turns us toward the DJ’s conceptualization of sampling as a citation practice. Sampling in Hip Hop, as defined by Andrew Bartlett, “is not collaboration in any familiar sense of the term. It is a high-tech and highly selective archiving, bringing into dialogue by virtue of even the most slight representation” (77). The highly selective archiving, a.k.a crate diggin’, builds upon the idea of sonic lineage.

For the DJ, the process of diggin’ through crates to find that right sound, that one joint that going to get the party jumpin’, is a key element in the practice of “text constructing” (79). The Hip Hop sample functions alongside an understanding, offered by Alasdair Pennycook, of “transgressive-versus-nontransgressive intertextuality,” which, for an academic audience, complicates the idea of plagiarism.. The DJ becomes a figure through which we can understand intertextuality, sampling becomes the practice through which we can see parallels to citation through text construction, and the mix is where we begin, with the help of Pennycook, to complicate notions of plagiarism.  In this chapter, readers are able to understand through sound.

Subsequently, Craig explores the concept of revision as it relates to the DJ’s ability to engage with an emcee on the point of “remix as revision” (107). Building from on Nancy Sommers’ article, “Revision Strategies of Student Writers and Experienced Adult Writers,” Craig lifts and examines four strategies of revision through the lens of the Hip Hop DJ: deletion, substitution, addition, and reordering (Sommers, qtd. in Craig, 107). These practices not only identify the Hip Hop DJ as a master of revision but also center the DJ, in the context of the writing classroom, as a key figure for understanding editorial practice. As teachers of writing—and especially for those of us who are deeply connected to Hip Hop culture—we have traditional scholars, such as Sommers, but we also have the DJ as cultural scholar, which offer new models with communicating and practicing the craft of writing in the twenty-first century.

Chapter Five, which is co-written by Craig and Carmen Kynard, centers on six women DJs: DJs Spinderella, Pam the Funkstress, Kuttin Kandi, Shorty Wop, Reborn, and Natasha Diggs to work toward developing a “Hip Hop Feminist Deejay Methodology” that positions women in Hip Hop culture as a key source of key knowledge production–as meaning-makers, theoreticians, storytellers–and as tastemakers in twenty-first century discourse about education, technologies, race, and gender.  This chapter is also apt representation of hiphopography at work, as both Craig and Kynard ground their position in the interviews of these six women deejays, “deliberately situating their stories first… as opposed to the usual academic expectation that a tedious delineation of methods and an extant literature review come before a discussion of the actual subjects” (123).

In part, this chapter focuses on the affordances and limitations—political, social, and economic—present in DJ culture, and the effects it has on these women DJs to make it do what it does. For example, the introduction of the digital software Serato has simultaneously made access to music easier, and complicated access to the cultural archive that made the music possible in the first place. Natasha Diggs, states, “While she values the ability to access mp3 files so readily, she argues a deejay’s research and craft suffer, because many times the mp3 files do not include information about an artist’s name, history, or band” (129).   Pam the Funkstress ties this sentiment up nicely when she argues, “There’s nothing like vinyl” (129).

The final chapter is fashioned like a Hip-Hop outro, with Craig leaving with a few parting ideas. Most important among them is his vision of “Comp 3.0,” a version of Comp/Rhet wherein “we have to push the scope of writing and rhetoric—with or without the field’s permission or acknowledgement” (171). For scholars of composition and rhetoric and writing teachers who ground part of their understanding of the field in Black Studies, Hip Hop, and the DJ, we gotta make it do what it do, regardless of who says what! Comp 3.0 does not seek approval or recognition from the powers that be; instead, it focuses on the new ways of thinking and writing, and of teaching, that we are able to conjure—with history, culture, and practice propelling us—when we invoke that which got us to the academy in the first place.

What is at stake, for those of us who engage Black Studies, Sonic Studies, Comp/Rhet, and Hip Hop Studies as critical points of departure for the teaching of writing, is that our presence—our being, methods, and our teaching—is crucial for developing a genealogy of scholars and world citizens who are aware of the myriad possibilities present in the twenty-first century.

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Featured Image: Cover Art for “K for the Way”: DJ Rhetoric and Literacy for 21st Century Writing Studies by Cathey White

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DeVaughn (Dev) Harris is a PhD student studying composition and rhetoric in NYC. His academic interests are mainly in writing studies and pedagogy, but those are often supported by other sub-interests in music, creative writing, African American studies, and philosophy. When not reading or writing, Dev enjoys making music wherever and however possible. He has published music before under the collective AbstraktFlowz. 

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“Heavy Airplay, All Day with No Chorus”: Classroom Sonic Consciousness in the Playlist Project—Todd Craig

Deep Listening as Philogynoir: Playlists, Black Girl Idiom, and Love–Shakira Holt

SO! Reads: Steph Ceraso’s Sounding Composition: Multimodal Pedagogies for Embodied Listening--Airek Beauchamp

The Sounds of Anti-Anti-Essentialism: Listening to Black Consciousness in the Classroom- Carter Mathes

Contra La Pared: Reggaetón and Dissonance in Naarm, Melbourne–Lucreccia Quintanilla

Ill Communication: Hip Hop and Sound Studies–Jennifer Stoever

SO! Amplifies: Regina Bradley’s Outkasted Conversations

A Listening Mind: Sound Learning in a Literature Classroom–Nicole Brittingham Furlonge