Abstract
This paper explores integrating deep listening and audio technology in Latino studies courses that use Spanish-language radio as research material. The paper first develops a pedagogical framework for integrating radio into the classroom that builds off Oliveros’ (2005) deep listening practices and Puentedura (2015) and Davidson’s (2017) conceptualization of intentional use of technology in the classroom. From there, the paper applies this framework to two classroom examples. The first reports on their application in a research methods class that guided students to transform their research papers into public radio programs. The second uses TopoRadio, an online interactive map that allows users to discover books and articles on the history of Spanish-language radio, as the starting point for students to discover radio research and participate in scholarly conversation around Spanish-language radio’s social impact. Additionally, the paper discusses how the pedagogical framework assists instructors in valuing students’ personal experiences in class, anticipate inequalities with respect to access to technology, and empower students to realize their own research projects.
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Eric Silberberg declares that I have no conflicts of interest in relation to the research described in this paper. I have no financial or personal relationships with any other individuals or organizations that could influence, or be perceived to influence, the content of my research.
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Silberberg, E. Deep listening pedagogy with radio in the classroom. Lat Stud (2023). https://doi.org/10.1057/s41276-023-00433-3
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DOI: https://doi.org/10.1057/s41276-023-00433-3