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Archaeology and The Politics of Vision in a Post-Modern Context
Editor: Julian Thomas and Vítor Oliveira Jorge
Date Of Publication: Dec 2008
Isbn13: 978-1-4438-0050-1
Isbn: 1-4438-0050-3
Archaeology is intimately connected to the modern regime of vision. A concern with optics was fundamental to the Scientific Revolution, and informed the moral theories of the Enlightenment. And from its inception, archaeology was concerned with practices of depiction and classification that were profoundly scopic in character. Drawing on both the visual arts and the depictive practices of the sciences, employing conventionalised forms of illustration, photography, and spatial technologies, archaeology presents a paradigm of visualised knowledge. However, a number of thinkers from Jean-Paul Sartre onwards have cautioned that vision presents at once a partial and a politicised way of apprehending the world. In this volume, authors from archaeology and other disciplines address the problems that face the study of the past in an era in which realist modes of representation and the philosophies in which they are grounded in are increasingly open to question.
Vítor Oliveira Jorge is Professor of Archaeology and Cultural Heritage at the Faculty of Arts of the University of Porto, Portugal. With Julian Thomas, he has edited the book “Overcoming the Modern Invention of Material Culture” (Porto, ADECAP, 2006/2007), a special issue of the Journal of Iberian Archaeology, that he edits since 1998.
Julian Thomas Professor of Archaeology at the University of Manchester. Publications include 'Understanding the Neolithic' (Routledge 1999) and 'Archaeology and Modernity' (Routledge 2004). Prof. Thomas is currently one of the Directors of the Stonehenge Riverside Project, and is Vice President of the Royal Anthropological Institute. E-mail: julian.thomas@manchester.ac.uk
Price Uk Gbp: 39.99
Price Us Usd: 59.99
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
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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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