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Truth to Power: Public Intellectuals In and Out of Academe
Editor: Silvia Nagy-Zekmi and Karyn Hollis
Date Of Publication: Aug 2010
Isbn13: 978-1-4438-2260-2
Isbn: 1-4438-2260-4
The notion that public intellectuals in the US are in decline has again become fashionable with their portrayal as trapped between Academe and the “real” world. The questions addressed by this volume are: How can the voices of scholars and erudite thinkers penetrate the globalized, corporate media and how does media receive and represent the contribution of intellectuals to the academic and public spheres, all the while recognizing what Paul Bové calls the “the nonidentity of intellectuals as a group.” Dedicated to the memory of Howard Zinn, whose life work is a model for intellectual engagement, this collection of intriguing articles with an introduction by the editors and a foreword by Henry A. Giroux presents new scholarship on the role of the intellectual in a society, and specifically in Academe, from many different perspectives. Indeed, intellectuals have been negotiating access to public discourse for centuries, but never have their opinions been more crucial to the public good, because of the privately owned media’s domination of public discourse. The inspiration for this volume comes also from Edward Said’s notion of intellectuals whose role is to “uncover and elucidate the contest, to challenge and defeat both an imposed silence and the normalized quiet of unseen power, wherever and whenever possible.”
Silvia Nagy-Zekmi is Professor of Hispanic and Cultural Studies and Director of the Cultural Studies Program at Villanova University. She has published widely on postcolonial and cultural studies. Her latest publications include: Colonization or Globalization? Postcolonial Exploration of Imperial Expansion (2009), co-edited with Chantal Zabus; Moros en la costa: Orientalismo en América Latina (2008); and Paradoxical Citizenship: Edward Said (2006, 2008).
Karyn L. Hollis is Director of the Concentration in Writing and Rhetoric in the English Department at Villanova University. She has published Liberating Voices: Writing at the Bryn Mawr Summer School for Women Workers (2004) as well as articles on writing for community organizations, literacy campaigns in Latin America, and feminist pedagogy.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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