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Expanding the Canon of Early Modern Women’s Writing
Editor: Paul Salzman
Date Of Publication: Sep 2010
Isbn13: 978-1-4438-2322-7
Isbn: 1-4438-2322-8
This exciting collection of original essays on early modern women’s writing offers a range of approaches to a growing field. As a whole, the volume introduces readers to a number of writers, such as Mirabai and Liu Rushi, who are virtually invisible in Anglophone scholarship, and to writers who remain little known, such as Elizabeth Melville, Elizabeth Hatton, and Jane Sharpe. The volume also represents critical strategies designed to open up the emergent canon of early modern women’s writing to new approaches, especially those that have consolidated the integration of literary and intellectual history, with an emphasis on religion, legal issues, and questions of genre. The authors expand the methodological possibilities available to approach early modern women who wrote in a diverse number of genres, from letters to poetry, autobiography and prose fiction. The sixteen essays are a major contribution to an area that has attracted the interest of a number of fields, including literary studies, history, cultural studies, and women’s studies.
Paul Salzman is a Reader in English Literature at La Trobe University. He has published widely in the area of early modern women’s writing, including Early Modern Women’s Writing: An Anthology (World’s Classics, 2000); Reading Early Modern Women’s Writing (Oxford University Press, 2006); and an on-line edition of Mary Wroth’s poetry.
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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