thought of as taking place primarily through vision, may also rely heavily on sound and hearing. I use examples from ethnographic fieldwork in a primary school to illustrate the spatiality of sonic power. In so doing, I contribute both to the understanding of schools as spaces of institutional power, and to recent literature on geographies of sound and music. Key words: sound, space, power, school, surveillance. A portrait I live close to a primary school. When children are in the school’s playground…
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