|
“Imperialists in Broken Boots”: Poor Whites and Philanthropy in Southern African Writing
Author: Julie Cairnie
Date Of Publication: Mar 2010
Isbn13: 978-1-4438-1852-0
Isbn: 1-4438-1852-6
This book examines writing which is concerned with the period of the ‘poor white problem’ and the ‘poor white solution’ (1870s–1940s) in Southern Africa. It argues that ‘poor white’ is not a narrow economic category, but describes those who threaten to collapse boundaries—racial, sexual, and class boundaries. It studies four writers who migrate between Britain and Southern Africa, who engage with the ‘problem’ and the ‘solution,’ and who foreground ambiguity in their ambiguously genred texts. Olive Schreiner and Doris Leasing highlight the ‘problem’ as they embrace the threat posed by poor whites, while Robert Tressell and Daphne Anderson foreground the ‘solution’ as they argue for the incorporation of the poor into imperial myths about white homogeneity and upward mobility. Based on an historical approach, this book explores three premises. The first premise is that poor white is a liminal category, that it encompasses economic failures and social transgressors. The second premise is that Southern African life writing engages with its historical and political moment. The third premise is that philanthropy is central to the articulation of the ‘problem’ and the ‘solution.’ The final concluding chapter reflects upon the re-emergence of poor whiteism since the end of Apartheid and the collapse of Zimbabwe, and reflects upon the problem of black poverty.
Julie Cairnie is Assistant Professor of Postcolonial Literature at the University of Guelph in Canada. She has published and presented widely on Southern African literature. In 2008 she published Revisiting Robert Tressell’s Mugsborough: New Perspectives on the Ragged Trousered Philanthropists. At the moment she is co-editing a collection of essays and photographs on the Zimbabwean writer Dambudzo Marechera.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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...
|
|
|
|
