|
A History of Armenian Women's Writing: 1880-1921
Author: Victoria Rowe
Date Of Publication: Jan 2003
Isbn13: 9781904303237
Isbn: 1-904303-23-4
A History of Armenian Women’s Writing: 1880-1921 introduces the reader to the wealth and diversity of women’s writing in Armenian in the late nineteenth and early twentieth centuries. The volume focuses on six Armenian women writers-Srpouhi Dussap, Sibyl, Mariam Khatisian, Marie Beylerian, Shushanik Kurghinian and Zabel Yesayian and these authors’ novels, short stories, poems and essays. The study contends that Western and Eastern Armenian women writers, while not displaying a uniformity of opinion and vision, nevertheless found inspiration in the activism, writings and arguments of one another and form a literary genealogy of women’s writing in Armenian. The study has several objectives. For general readers and those interested primarily in the historical account it provides a chronological description of the formative period of modern Armenian women’s writing beginning in 1880 with the publication of a series of articles on women’s education and employment by Srpouhi Dussap and concludes with the physical dislocations and psychological traumas of the Armenian Genocide in 1915 and the fall of the first independent Republic of Armenia in 1921. On another level the book concentrates on disentangling the contemporaneous intellectual debates about Armenian women’s proper sphere. The author argues that the role of the Armenian woman was central to debates about national identity, education, the family and society by Armenian writers and women writers sought to participate in and guide this discourse through literary texts.
Victoria Rowe is an independent scholar. She earned her Ph.D. at the University of Toronto, Canada, where she has lectured on Armenian literature. She is the author of numerous articles on Armenian women’s literature and history.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
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...
|
|
|
|
