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Free at Last? Reflections on Freedom and the Abolition of the British Transatlantic Slave Trade
Editor: Amar Wahab and Cecily Jones
Date Of Publication: May 2011
Isbn13: 978-1-4438-2870-3
Isbn: 1-4438-2870-X
The global commemorative events of 2007 that marked the bicentennial anniversary of the parliamentary abolition of the African slave trade provided opportunity for widespread discussion between politicians, community groups, museums and heritage organisations, the clergy, and scholars, as to the meanings of colonial and post-colonial freedom. As was evident from the tensions emerging from those debates, the subject of the transatlantic slave trade and slavery remains highly charged, as does the extent to which its legacy of racism, predicated on theoretical assumptions of European cultural, social, political and economic superiority, continues to maintain and reproduce complex systems of inequalities between peoples and societies. Free at Last? is an edited collection of interdisciplinary perspectives that critically reflects on the struggles of enslaved peoples and anti-slavery activists to effect the abolition of the British slave trade, as well as the post-abolition global legacies of those diverse struggles for equality. The chapters bring together multiple narratives and discourses about the British abolition to reflect critically and comparatively on: the boundaries between slavery and freedom; the contestations and championing of freedom; and the legacies of slavery and abolition in the contemporary context.
Amar Wahab is currently a Lecturer in Sociology at The University of the West Indies (St. Augustine, Trinidad and Tobago). His research in historical sociology focuses on systems of slavery and indentureship in the colonial Caribbean and their roles in the making of Western liberalism. He is the author of Colonial Inventions: Landscape, Power and Representation in Nineteenth-Century Trinidad (Cambridge Scholars Publishing, 2010).
Cecily Jones is Associate Professor in Sociology, University of Warwick (UK) and former Director of the Centre for Caribbean Studies at the same institution. Her research interests primarily address issues of race, gender and childhood within colonial and postcolonial societies. She is the author of Engendering Whiteness: White Women and Colonialism in Barbados and North Carolina, 1627–1865 (Manchester University Press, 2007) and co-editor with (David Dabydeen and John Gilmore) of the critically acclaimed Oxford Companion to Black British History (Oxford University Press, 2007, 2009, 2010).
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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