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Bonds and Borders: Identity, Imagination and Transformation in Literature
Editor: Rebecca DeWald and Dorette Sobolewski
Date Of Publication: Jul 2011
Isbn13: 978-1-4438-2953-3
Isbn: 1-4438-2953-6
The essays in this collection exemplify the relevance of bonds and borders in literature and contribute each in their own individual ways to the discourse between literary studies and Border studies. The scope of contributions ranges from revisiting older works from colonial times to discovering current narratives in post-9/11 literature; from the search for a national identity in Welsh poetry to self-transformation and the trans-cultural journeys of individuals in the literature of migration; and from the cosmopolitanism of Black Britain to gendered readings of Arab-American war narratives. Although not conceived and/or constructed as a whole, this collection gains particularly through disunity: topics cross over where one would least expect them to; borders are trespassed in order to give rise to new ideas and points of study. These essays by young researchers from a variety of disciplines and geographical backgrounds effectively work as a unit to dissect, subvert, challenge, or perhaps validate pre-conceived understandings of identity in an international society. They present a polydialectic approach to Literature and the supposedly borderless society of the Western world and its profound impact on individual identity.
Dorette Sobolewski is a native of Diepholz, Germany. She is a postgraduate student at the University of Glasgow, and her PhD research in American Studies is based on an interdisciplinary analysis of class in the novels of Willa Cather and Ellen Glasgow. She lives with her husband in Charlottesville, Virginia, and divides her time between Germany, Scotland, and the US.
Rebecca DeWald is a PhD candidate at the University of Glasgow. The focus of her studies lies on the interstices between translation and literary theory, which she addresses in her thesis on the relationship between original text and translation in Jorge Luis Borges, Virginia Woolf, and Franz Kafka. She is co-general editor of eSharp, the University of Glasgow’s postgraduate online journal, and is currently preparing an exhibition on the Scottish poet, writer, and translator Alastair Reid.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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
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
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