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Exchanges and Correspondence: The Construction of Feminism
Editor: Claudette Fillard and Françoise Orazi
Date Of Publication: Oct 2010
Isbn13: 978-1-4438-2396-8
Isbn: 1-4438-2396-1
Through the eighteen essays of this book, the reader becomes the beholder of a challenging survey of “feminism-in-the-making,” from its early stages in the 18th century to the present, in Anglo-Saxon countries and elsewhere, including Eastern Europe and some places under the influence of communism or Islam. The development of exchanges and correspondence enabled feminism to pre-exist the word itself, which leads several contributors to ponder over its meaning as well as over the notion of influence, a pivotal component of their reflection. Through the complex interplay of harmony and disharmony, openly acknowledged or carefully hidden similarities or differences, and the delineation of the converging or conflicting forces which the authors of this volume attempt to disentangle, a fascinating chorus of voices eventually emerges from this volume, a preview of the budding “sisterhood.” It throws light on the major factors in women’s growing consciousness of their plight and of the main stakes in the struggle for the defense of their rights. Scholars of different national origins and methodological approaches here join forces until the book itself amounts to an innovative web of exchanges and correspondences, its medium as well as its avowed message.
Claudette Fillard is Professor Emerita at Lyon 2 University, France, specializing in the history of women and feminism in the United States. A co-author of Les Mouvements féministes américains (American Feminist Movements; Ellipses, 2003), she has written several related articles and is the author of Elizabeth Cady Stanton: naissance du féminisme américain à Seneca Falls (Elizabeth Cady Stanton: The Birth of Feminism in Seneca Falls; ENS-éditions, 2009). She is currently editing the volumes devoted to the United States in a collection of books on The Fundamentals of Anglo-Saxon Feminism.
Françoise Orazi is Senior Lecturer at Lyon 2 University, France, specializing in the nineteenth and early twentieth British history of ideas. She is the author of La Pensée politique de Leonard Trelawny Hobhouse (The Political Thought of Leonard Trelawny Hobhouse; Editions Universitaires Européennes, 2010), and has written several articles on political thought, including feminism.
Price Uk Gbp: 44.99
Price Us Usd: 67.99
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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