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Englishness Revisited
Editor: Floriane Reviron-Piégay
Date Of Publication: Jun 2009
Isbn13: 978-1-4438-0595-7
Isbn: 1-4438-0595-5
What is Englishness? Is there such a thing as a national temperament, is there a character or an identity which can be claimed to be specifically English? This collection of articles seeks to answer these questions by offering a kaleidoscopic vision of Englishness since the eighteenth century, a vision that acknowledges stereotypes while at the same time challenging them. Englishness is defined in contrast to Britishness, the Celtic fringe—Scotland in particular—Europe and the Continent at large. The effects of the Empire and of its loss are examined together with other socio-economic factors such as the two World Wars, de-industrialization and the different waves of immigration. Through a careful analysis of the arts, literature, philosophy, historiography, cultural and political studies produced in England and on the Continent over the last three centuries, a composite image of Englishness emerges, somewhere between centre and periphery, tradition and innovation, transience and timelessness, rurality and urbanity, commitment and isolation. Englishness is thus revealed as a protean concept, one which, whether it is a historical or political construct, a genuine emanation of a national desire or a simulacrum, retains its fascination and this volume offers keys to understanding its diverse expressions.
Floriane Reviron-Piégay lectures in nineteenth- and twentieth- century English Literature at the University of Burgundy. She is working on the transition from the Victorian Age to Modernism and on the relationships between fiction, auto/biography and travel writing. She has published a number of articles on Virginia Woolf, Lytton Strachey and the Bloomsbury group.
Price Uk Gbp: 49.99
Price Us Usd: 74.99
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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