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Divided we stand: The French and Italian political parties and the rearmament of West Germany, 1949-1955
Author: Linda Risso
Date Of Publication: Dec 2007
Isbn13: 9781847183644
Isbn: 1-84718-364-6
The history of German rearmament and the launch of the European integration process are fascinating as well as challenging. In the early Fifties, the fears about the rise of a ‘new Wehrmacht’ and the need to defend the nation-state clashed with the ambition to build an effective Western European defence system and the desire to achieve economic and political integration. These were deeply divisive issues and produced one of the most passionate political debates in post-WWII European history. There were fierce clashes in the various parliaments and in the streets of the main European towns rallies and demonstrations often degenerated into street fights with the police. Going beyond the traditional history of diplomatic relations, Risso’s book offers a comparative examination of the role of non-state actors, such as pressure groups and political parties, and of political actors, such as the military, in France and Italy. Risso’s detailed study of how the main political groupings responded to the question of German rearmament, and of their frequent internal debates is based on a wide range of new primary sources from numerous European archives. This book therefore offers an innovative and stimulating examination of the impact that such debates had on society and on the French and Italian political systems as a whole.
Linda Risso is Lecturer in Modern European History at the University of Reading. Her research interests focus on post-war French and Italian history and on the history of European integration. Her most recent publications include: "Similar, yet so different: Why the European Defence Community was not a forerunner of the ESDP", in Deighton A., Bossuat G. (eds.), L'Union européenne, acteur de la sécurité mondiale, Paris: Soleb, 2007; "'Enlightening Public Opinion':
A study of NATO's information policies between 1949 and 1959 based on recently declassified documents", Cold War History, 7/1 (February 2007).
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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