This article serves as supplemental information for a performative presentation of what the author calls sound arts–based research (SABR) and how it can function as sounded scholarship and sound art for social justice in education. Utilizing a combination of sound and text, this article documents everyday experiences of policing for young men of color at a Ridiculously White Institution (RWI). Focusing on processes of intention, attention, expression, and reception, this article also seeks to more clearly parse the often subtle, nuanced ethical differences between more artistic sound-making and (qualitative) sounded scholarship.
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