|
‘A Storme Out of Wales’: The Second Civil War in South Wales, 1648
Author: Robert Matthews
Date Of Publication: Feb 2012
Isbn13: 978-1-4438-3521-3
Isbn: 1-4438-3521-8
The Second Civil War (1648) began in south Wales. The present study is the first detailed contextual narrative and analysis of the revolt in Wales, covering the originating mutiny at Pembroke Castle, its development into a rebellion that spread through south Wales, the Battle of St. Fagans (the biggest battle ever fought in Wales), and Cromwell’s successful Welsh campaign involving the sieges of Chepstow, Tenby and Pembroke. The consequences of the revolt, involving the emergence of new local ruling elites and the cementing of a closer relationship with London central government, are examined. The study thus places the revolt in the context of events beyond the region, and is based on extensive original research of contemporary documents. The revolt has traditionally been seen as a Royalist uprising. This study offers a radical reinterpretation, viewing the episode instead as an expression of localist dissatisfaction at the post-First Civil War settlement, which was seen as disregarding local interests in favour of administrative and ideological centralisation focused on a concept of national government. The failure of the revolt thereby marked a subjugation of local by national interests – implemented by new ruling elites, and underpinned by a national army, the New Model – that fostered the closer integration of Wales into the Interregnal state.
Dr Robert Matthews obtained MA and PhD degrees in seventeenth century Welsh history at the University of Wales, Cardiff, and has lectured Early Modern History at universities in south Wales and the United States. He contributed the chapter on the Civil Wars and Interregnum to the Gwent County History, and has published work on Catholicism in the Civil War period in academic journals. He is currently researching the governance of Wales during the Interregnum.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
|
|
|
|
|
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
|
|
Read more...
|
|
|
|
