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Dominant Culture and the Education of Women
Editor: Julia C. Paulk
Date Of Publication: Jun 2008
Isbn13: 9781847185730
Isbn: 1-84718-573-8
Women’s access to education over the centuries has been determined by many factors, including class, race, religion, and nationality. Although women’s experiences are marked by a rich diversity, women are in many ways united by their struggle to gain access to education. While previous essay collections that study this topic have tended to be more limited in scope, Dominant Culture and the Education of Women addresses the educational experiences of women from the fourth to the twenty-first century in Europe and the Americas. Because of its inclusive nature, this collection demonstrates not only that women have made great strides in education but also that certain challenges have yet to be overcome. While medieval women faced cloistering and severe restrictions, modern women have gained entry into previously all-male universities and male dominated professions. However, women under totalitarian regimes or from marginalized communities continue to struggle against patriarchal conceptions of women’s roles and use of the tools of literacy. This volume will appeal to all who seek new insights into the many subjects related to female education, including women’s studies, education, comparative cultural and literary studies, and history.
Julia C. Paulk is an Assistant Professor of Spanish at Marquette University in Milwaukee, Wisconsin, where she teaches Spanish American literature, culture, and language classes. She earned her doctorate at Indiana University, Bloomington, with a dual specialization in Spanish American and Comparative Literature. Dr. Paulk’s areas of research interest are nineteenth-century antislavery literature, Inter-American literary studies, and women’s studies. Her scholarly articles include “A New Look at the Strains of Allegory in Gertrudis Gómez de Avellaneda’s Sab,” published in Revista Hispánica Moderna, and “(Re)Writing Patriarchy and Motherhood in José de Alencar’s Allegorical Antislavery Plays, O Demônio Familiar and Mãe,” which appeared in The Luso-Brazilian Review. Dr. Paulk is currently working on a book-length study of antislavery literature entitled, Mixed Messages: Antislavery Allegories of the Americas.
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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