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Exploring Space: Spatial Notions in Cultural, Literary and Language Studies; Volume 2: Space in Language Studies
Editor: Andrzej Ciuk and Katarzyna Molek-Kozakowska
Date Of Publication: Jul 2010
Isbn13: 978-1-4438-2144-5
Isbn: 1-4438-2144-6
Exploring space: Spatial notions in cultural, literary and language studies falls into two volumes and is the result of the 18th PASE (Polish Association for the Study of English) Conference organized by the English Department of Opole University and held at Kamień Śląski in April 2009. The first volume embraces cultural and literary studies and offers papers on narrative fiction, poetry, theatre and drama, and post-colonial studies. The texts and contexts explored are either British, American or Commonwealth. The second volume refers to English language studies and covers papers on lexicography, general linguistics and rhetoric, discourse studies and translation, second language acquisition/foreign language learning, and the methodology of foreign language teaching. The book aims to offer a comprehensive insight into how the category of space can inform original philological research; thus, it may be of interest to those in search of novel applications of space-related concepts, and to those who wish to acquire an update on current developments in English Studies across Poland (from the Preface).
Andrzej Ciuk is Professor Extraordinarius and Head of the Department of English, Opole University, Poland. He specializes in English literature, cultural studies and, most recently, Australian studies. He is the author of three books: Mastering English through Educational Problems (with Stanisław Jędrzejowski), 1979; King Arthur and the Knights of the Round Table in Victorian Poetry, 1989; and Georgian Poetry: A Reconsideration, 1992.
Katarzyna Molek-Kozakowska is Assistant Professor at the English Department of Opole University, Poland. She specializes in pragma-linguistics, Critical Discourse Analysis and cultural/media studies.
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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