Podcasting as a Humanizing Sociological Method: Exploring Urban School Securitization through Narrative Inquiry and Counter-Storytelling

• In Event: Imaginative Sociology: Disrupting Epistemic Apartheid to Transform Education and Society

Abstract

This paper explores the transformative potential of podcasting as a humanizing methodology in sociological research, particularly within the context of urban public school discipline practices. Drawing on Critical Race Theory (CRT), it examines how podcasting disrupts traditional research boundaries through storytelling and counter-narratives (Ladson-Billings & Tate, 1995). By analyzing the process of combining historical research with human experiences to develop a pilot podcast episode, I reflect on the resistance to and potential for new approaches to engaging the “public” in public education.

A common challenge in academia is that epistemic norms prioritize certain forms of knowledge while marginalizing others (Oduro, 2022). In sociology, this is seen in the dominance of quantitative approaches that decontextualize racism (Zuberi & Bonilla-Silva, 2008). This project challenges assumptions about what counts as knowledge, how research is conducted, and who benefits from it (Smith, 1999) by integrating CRT, historical research and podcasting. In doing so, it centers the lived experiences of marginalized communities (Solórzano & Yosso, 2002; Stanley, 2007) and uses counter-storytelling to examine the impact of zero-tolerance policies (Kafka, 2011), over-policing (Nolan, 2011), and surveillance (Monahan & Torres, 2010) on students of color.

This research employs a multi-method approach (Flick, 2007), integrating historical research, narrative inquiry, and podcasting. Historical research contextualizes the evolution of disciplinary practices in NYC public schools, while narrative inquiry humanizes these findings through semi-structured interviews with three alumni who experienced school security measures (Kvale & Brinkmann, 2009). Three hours of transcribed audio recordings were analyzed using constant comparative methods (Boeije, 2002; Glasser, 1965) to identify key themes. To ensure these dialogues transcended us and were heard by others, podcasting was chosen to complement traditional data gathering and dissemination, making the data accessible to the public. To enhance pacing, mood, and context, akin to "rich, thick description" in qualitative research (Creswell, 2009), audio clips of NYC metal detectors and police officers were integrated using Adobe Premiere. Participant feedback on a revised audio draft ensured validity before public dissemination on Padlet and a public drive.

The pilot podcast episode provided a platform for marginalized voices and highlighted the potential of audio-storytelling as a powerful method for knowledge production, public engagement, and collective healing. The pilot podcast demonstrated that audio-storytelling transcends written text, conveying meaning through the speaker’s voice (Lindgren, 2014; McHugh, 2012), allowing for a richer, more nuanced portrayal of participants' experiences. Additionally, podcasting facilitated the sharing of personal stories, including a participants’ epiphanic reflection on the normalization of policing in their community. By challenging traditional sociological conventions and embracing innovative methodologies, this study advocates for a more inclusive and dynamic approach to research and dissemination.

This study uses podcasting to democratize sociological research by making knowledge on urban school securitization accessible and engaging. By challenging traditional academic notions of knowledge (Collins, 2000) and utilizing audio storytelling, it also highlights the power of experiential knowledge and counter-storytelling (Solorzano & Bernal, 2001). Introducing podcasting as a methodological tool in sociology and education research, this study promotes multimedia methods, potentially transforming research dissemination and fostering deeper public engagement and understanding.

Author

• Andrea Kim, Teachers College, Columbia University