|
Diefenbaker and Latin America: The Pursuit of Canadian Autonomy
Author: Jason Zorbas
Date Of Publication: Oct 2011
Isbn13: 978-1-4438-3276-2
Isbn: 1-4438-3276-6
John Diefenbaker’s Latin American policy was based on his vision of Canada’s national interest, which placed a strong emphasis on the achievement of greater autonomy in foreign policy for Canada vis-à-vis the US and the expansion of Canadian exports to the region. Though Diefenbaker was often accused of being driven by anti-Americanism, instead his Latin American policy was based on his vision of Canada’s national interest. For Diefenbaker, an enhanced relationship with Latin America had the potential to lessen Canada’s dependency on the US, while giving Latin American countries an outlet for their trade, commercial and financial relations other than the US. This new approach implied that Canada would formulate and implement policy that focused more on Canadian political interests and goals. It was not a matter of charting a totally independent policy from the US in Latin America – true policy independence was impossible to achieve. Nor was it the case that Canada would necessarily set itself in opposition to the US when it disagreed with its policies. For Diefenbaker the goal was to pursue a foreign policy that was aligned with, but not subservient to, the US.
Jason Zorbas is a Lecturer in Political Studies at St. Thomas More College in Saskatoon, Saskatchewan, Canada. He holds a PhD from the University of Saskatchewan and is the author of a number of articles concerning John G. Diefenbaker.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
|
|
|
|
|
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
|
|
Read more...
|
|
|
|
