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Crossing Places: New Research in African Studies
Editor: Charlotte Baker and Zoë Norridge
Date Of Publication: Jan 2007
Isbn13: 9781847180964
Isbn: 1-84718-096-5
Crossing Places: New Research in African Studies brings together the work of twelve international research students, united by their interest in Africa. This new generation of scholars is questioning existing disciplinary frameworks and looking for new academic approaches to African history and culture in the twenty-first century. The volume explores the themes of crossing through time and space, encounters across generations and the renegotiation of identity for the future. Incorporating insights from the worlds of literary theory, history, anthropology and philosophy, the collection offers a sample of new research in African Studies with a wide geographical range, from Algeria to South Africa, from Cameroon to Zimbabwe. Crossing Places forms a useful introduction to African Studies for both undergraduates and masters students. It is of particular relevance to scholars interested in postcolonial studies, migration studies, comparative literature and the geography of identity.
Charlotte Baker is currently writing up her PhD on French and Francophone fictional representations of the figure of the Black African albino at the University of Nottingham.
Zoë Norridge is currently completing her AHRC-funded PhD on the representation of pain in contemporary African novels at the School of Oriental and African Studies in London.
"An exciting collection which brings together new directions in African studies. Theoretically sharp and empirically rich, this book provides useful snapshots of a diverse and complex field that has much to contribute to current understandings of globalization."
-Françoise Lionnet, UCLA
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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