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Chronology of Portuguese Literature: 1128-2000
Author: Rogério Miguel Puga
Date Of Publication: Aug 2011
Isbn13: 978-1-4438-3003-4
Isbn: 1-4438-3003-8
This is the first Chronology of Portuguese Literature to be published in any language. It presents a comprehensive year-by-year list of significant and representative works of literature published mainly in Portuguese from 1128 to the beginning of the current millennium. As a reference tool, it displays the continuity and variety of the literature of the oldest European country, and documents the development of Portuguese letters from their origins to the year 2000, while also presenting the year of birth and death of each author. This book is an ideal resource for students and academics of Portuguese literature and Lusophone cultures.
Rogério Miguel Puga holds a PhD in Anglo-Portuguese Studies (FCSH, New University of Lisbon, Portugal), was a Lecturer at the Institute of Education and Sciences (ISEC, Lisbon, 2000–2005), Assistant Professor at the University of Macao (2007–2009) and is now a Senior Researcher at the Centre for English, Translation and Anglo-Portuguese Studies (CETAPS, New University of Lisbon), where he also teaches. He is a research collaborator at the Centre for Overseas History (CHAM, New University) and the Centre for Comparative Studies (University of Lisbon), and an invited researcher at the University of Macau (History Department). He has published several studies on Anglo-Portuguese literary and historical relations, the Portuguese and British Empires, and on Lusophone and Anglophone Literatures, namely: The Portuguese Historical Novel (Lisbon, 2006), A World of Euphemism: Representations of Macao in the Work of Austin Coates. City of Broken Promises as Historical Novel and Female Bildungsroman (Lisbon, 2009), and The English Presence and Anglo-Portuguese Relations in Macao (1635–1794) (Lisbon, 2009). He is the editor of the European Journal of Macao Studies (Portugal), and subject editor for the journal Romance Studies (United Kingdom).
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
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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