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The purpose of this special issue is to demonstrate the depth and breadth of the ways that sound considerations can significantly contribute to the field of Educational Foundations. An interdisciplinary and international field, Sound Studies has tackled subfields and themes familiar to those who work in educational foundations. For example, there has been work on sound histories, sound philosophies, sound culture, sound/race, and sound methodologies. As noted in a recent article in the twentieth anniversary issue of Qualitative Inquiry, there has also been a burgeoning attention to sound scholarship in education. Not dissimilar to a similar move made in curriculum studies, contributors to this issue will attend to and otherwise explore sound possibilities for educational theory, policy and practice. To these ends contributors will interrupt both everyday, commonsense understandings and longstanding theoretical foundations that tend to be predicated on the ocular. This special issue is open to the many forms for documenting contradictions and trends, theoretical elaboration, empirical scholarship, and methodological innovation with and through sound concepts and tools.