@article{IR,
      recid = {1553202},
      author = {Sutton, Charles A.},
      title = {Liberate this Music, at Least: The Table(s) ‘bout to Turn  on Education},
      address = {2024-03-21},
      number = {IR},
      pages = {216},
      abstract = {Federal contemporary education reform such as President  Obama’s Promise initiatives construct and circulate crisis  discourse that promotes a moral obligation among local  actors to intervene in remaking targeted locations for  capital accumulation and economic growth. The Promise  discourse coupled with promising practices carry harmful  flows that erases and alters the memory of place. The local  Promise Zone construction is, in its implementation, a  colonial act that devalues local knowledges and views space  as empty, ripe for the extraction of labor, knowledge and  resources. Black musical aesthetics and intellectual  traditions are centered as a form of social investigation  to name the coloniality inherent in the deficit-oriented,  data-driven discourse of contemporary education reform  initiatives. This research explored the spatial imagination  and knowledge within collaborative community change  initiatives constituted by the local Promise Zone  designation. Afrosonic inspired educational research in the  Pan-Afrikan intellectual tradition centered the process of  inquiry in collaborative community change spaces to  understand the ideological acceptance of normalized  knowledges that rationalizes disparity, deprivation and  destruction in the reconfiguration of social-material  reality. Pedagogical and theoretical tools were established  to inform a praxis of librarianship and genre of  collaborative community change conceptualized as SONAR and  a student/intellectual-artist identity. The research  literally and figuratively digs in the repository of  creative intellectual texts, listens to the local/global  knowledge and discourse, chops and layers samples and puts  them in the mix to turn the table(s) on normative knowledge  systems and structures toward decolonizing the architecture  of knowledge for health and wellbeing. Conceptualizations  of SONAR and student/intellectual-artist actively listens  to sounds, silences, voices and rhythms to inform  collection building and encourage knowledge-making  activities that address complex local/global challenges.  The knowledge-making practice of SONAR opens conceptual  space for student/intellectual-artists to engage in  critical dialogue, autonomous learning and imagination.  SONAR is a form of storytelling, a mixtape (soundtrack) of  community learning and change.},
      url = {http://library.usi.edu/record/1553202},
      doi = {https://doi.org/10.58090/usi.1553202},
}