Resounding the Campus: Pedagogy, Race, and the Environment
Abstract
Through 2015, the Chapel Hill campus of the University of North Carolina was charged with debates about its landscape that drew attention to the contested racial history of particular monuments and buildings. The heated environment inspired and shaped a collaborative teaching project undertaken by the authors: an anti-racist soundwalk that asked its performers—undergraduate students at the university—to incorporate historical documents from the campus archives into site-specific performances. This article explores issues of vulnerability and difference in the context of classroom soundwalks with a particular focus on collaborative, experiential learning in contested public spaces.
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