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Italian Women and Autobiography: Ideology, Discourse and Identity in Female Life Narratives from Fascism to the Present
Editor: Ioana Raluca Larco and Fabiana Cecchini
Date Of Publication: Feb 2011
Isbn13: 978-1-4438-2655-6
Isbn: 1-4438-2655-3
The essays included in this collection examine issues such as identity and ideology which are at play in the female autobiography practice, along with the problematicity that these trigger in terms of self-representation and traditional formal boundaries. The women writers analyzed here through mainly historical, literary, feminist and psychoanalytic lenses cover a long period in the history of Italy, spanning from the Fascist era to our time. In an attempt to organize and connect these texts which are chronologically far apart, we have divided our contributions into two main parts. The first, “Shapes of Ideology,” includes authors interacting primarily with political ideology in a way that eventually entails the challenge of the official “technologies of gender” (De Lauretis, 1987) and implicitly, a reflection on the gendered identity. In the second part, “Reconsidering ideology, negotiating autobiography,” while the political ideology is not completely excluded, it becomes however something more internalized and relevant to the writers’ quest for identity. Such process bears consequences with respect to the canon of autobiography, as authors experiment with new forms of autobiographical narratives and readers become more and more an integral component of this personal endeavor.
Ioana Raluca Larco is a PhD candidate in Italian Studies at Indiana University-Bloomington, USA, completing a dissertation on “Facets of female identity in autobiographical writings during the interwar period in Italy.” She graduated in Modern Languages and Literatures (Italian and French) from “Alexandru Ioan Cuza” University in Iasi, Romania. Her research interests, reviews and papers, which have been presented at several conferences, include topics related to women studies, Twentieth century Italian poetry and teaching methodology. At present, she is a Lecturer in Italian at the University of Kentucky.
Fabiana Cecchini is currently a Visiting Assistant Professor at Texas A&M University, USA. She holds a Laurea in Lingue e Letterature Straniere from the Università degli studi di Urbino and a PhD in Italian Studies from the University of Pennsylvania. Her main scholarly interests include women’s studies, Italian cinema, and the relationship between film and literature. She has published on Sibilla Aleramo.
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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