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The Institute for African Development, Cornell University, USA, is a major location of academic and policy discourse on Africa. IAD regularly and routinely brings academics and policy makers together in a wide ranging program of conferences, seminar series and workshops on Africa. These conferences, seminar series and workshops provide an abundance of pertinent, topical and high quality written materials on Africa. The IAD book series brings these materials within access of the wider community. The series has so far provided volumes on Africa’s information challenge, the hydropolitics of Africa and the contribution of remittances to Africa’s finances.

Margaret Grieco holds her doctorate from the University of Oxford. She is the first Full Professor of Transport and Society, a post which she holds at Napier University, Scotland. She is salaried Visiting Full Professor at the Institute for African Development. She has extensive international agency experience. She has published extensively on migration patterns and upon gender, transport and information communication technology most particularly with respect to Africa. Recent publications: Accessibility, mobility and connectivity: the changing frontiers of everyday routine. Edited with Kenneth MacDonald. Special Issue of Mobilities, Volume 2, Number 1, 2007; Transport, Demand Management and Social Inclusion: The Need for Ethnic Perspectives. Raje, F., Grieco, M., Hine., J. and Preston, J. Ashgate: Aldershot, 2004

Muna Ndulo is Professor of Law at Cornell Law School and Director of the Institute for African Development at Cornell University. Dr Ndulo is a graduate of the University of Zambia (LLB); Harvard University (LLM); and Trinity College, Oxford University (DPhil). He has extensive international and UN experience. He has published 11 books and well over 80 articles in law journals and other academic journals. He has a wide range of scholarly interests including human rights, legal aspects of investments in developing countries, African legal systems, legal education, conflict resolution, constitution making and elections, and law and development. Recent publications: Security, Reconstruction, and Reconciliation: When the Wars End (editor) (University College London Press 2007); Democratic Reform in Africa: Its Impact on Governance and Poverty Alleviation (editor) (Oxford, Eng.: James Currey, Ltd.; Athens, Ohio: Ohio University Press, 2006).

The Hydropolitics of Africa: A Contemporary Challenge
Meeting the Information Challenge: The Experience of Africa
Migration and Development: Factoring Return into the Equation
Africa’s Finances: The Contribution of Remittances
Africa, Transport and the Millennium Development Goals: Achieving an Internationally Set Agenda
Power, Gender and Social Change in Africa
Failed and Failing States: The Challenges to African Reconstruction

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Interesting reviews

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