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Germaine Tillion, Lucie Aubrac, and the Politics of Memories of the French Resistance
Author: Donald Reid
Date Of Publication: May 2008
Isbn13: 9781847185525
Isbn: 1-84718-552-5
Germaine Tillion, Geneviève de Gaulle Anthonioz, Lucie Aubrac, and Raymond Aubrac were among a small number of French men and women who made the decision to resist early in the Occupation. In the summer of 1940, Marc Bloch analyzed the society in which he lived in order to identify and affirm allegiance to a France truly at odds with that which was taking shape in Vichy. Bloch died in the Resistance, but his life would take on new meanings in the collective memories of postwar France. Confrontation with the Aubracs’ account of their refusal to accept the unacceptable became another important way the French engaged with the Resistance and its legacy. The acts Tillion took during the French-Algerian War and de Gaulle Anthonioz took when confronted with poverty in the France of the trentes glorieuses, were of a piece with the radical nature of their earlier decision to resist. Evocation of the Resistance provided a basis for France to reconstitute itself with honor after the war. Yet memory of the Resistance could also pose difficult issues for future generations. Those who came of age in 1968 grappled with the memory of the intrepid resisters of the first years of the war, whose decision to resist stood as an inspiration and a challenge. Historians, with the imperative to take the mandate to narrate the past from historical actors, to make resisters figures of history, developed complex relationships with those who had resisted. The essays in this collection address how resisters made sense of the wartime and postwar world in terms of their resistance, and how others made sense of the Resistance itself and its legacy by engaging with resisters and their histories.
Donald Reid is professor of History at the University of North Carolina at Chapel Hill. He is the author of 'The Miners of Decazeville: A Genealogy of Deindustrialization' and of 'Paris Sewers and Sewermen: Realities and Representations'. He is completing a biography of the twentieth-century French libertarian communist, Daniel Guérin.
Price Uk Gbp: 19.99
Price Us Usd: 29.99
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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