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Decolonization and the Other: The Case of the British West Indies
Author: Sharon C. Sewell
Date Of Publication: Jun 2010
Isbn13: 978-1-4438-2121-6
Isbn: 1-4438-2121-7
In 1962 Jamaica and Trinidad and Tobago became independent countries; Barbados followed in 1966. In the years leading up to these events, the history of the British West Indies was written largely by the British, the colonial power, who focused on the process of decolonization and the key local players involved. After independence, local scholars also focused on the role of political leaders in the newly independent countries. To date, scholars have paid little attention to the impact of these events on the local populations of these islands. Decolonization and the Other: The Case of the British West Indies explores the local perspectives on, and reactions to, events by using West Indian literature to supplement the historical record. Beginning in the 1930s when local demands for political participation increased, through the process of decolonization, and into the early years of independence, West Indian writers used their life experiences to document local reaction. West Indian literature first appeared in 1950, when British publishers became interested in island authors and their novels. By using the novels to supplement the historical record, we can gain a better understanding of the process of decolonization and the early years of independence in the British West Indies.
Sharon C. Sewell received her M.A. and Ph.D. from Oklahoma State University. She belongs to several professional organizations and currently serves on the Resolutions Committee of the Southwestern Social Science Association. Dr. Sewell is a member of the history faculty at Darton College in Albany, Georgia, where she teaches world history courses and serves as history coordinator.
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!”
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“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.”
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—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 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
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British Journal of Music Education
October 2011
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