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Kate Chopin in the Twenty-First Century: New Critical Essays
Editor: Heather Ostman
Date Of Publication: Aug 2008
Isbn13: 9781847186478
Isbn: 1-84718-647-5
The essays in Kate Chopin in the Twenty-First Century update Chopin scholarship, creating pathways, both broad and narrow, for study in a new century. Given Chopin’s atypical literary career and her frequent writing about unconventional themes for her time—such as divorce, infidelity, and suicide—she may have approved such approaches as the essays here suggest. This collection of essays offers readers newer ways of thinking about Chopin’s works. They break away from the familiar trends of the feminist considerations of her work, ranging from her short stories, to her lesser-known novel, At Fault, to her best-known work, The Awakening. Part one introduces interdisciplinary themes for reading “culture” in Chopin, including urban living and theatre as a lens for viewing New Orleans’s social and class stratifications; the importance of music—a central interest of Chopin’s—in her texts; and the cultural relevance of Vogue magazine, where eighteen of Chopin’s stories were first published. Part two identifies important and overlapping concerns of religion, race, class, and gender within the contexts of selected short works. And part three offers fresh readings of The Awakening, using the lens of race, as well as the lens of class to reconsider protagonist Edna Pontellier’s transformation and her dependency upon the “rights” of privilege within a specific cultural context. Together, all of the essays in the collection, by both established and newer scholars, help to usher Chopin’s work into the twenty-first century.
Heather Ostman is an Assistant Professor and the Assistant Chair of the English Department at Westchester Community College, State University of New York, in Valhalla, NY. She is the President and co-founder of the Kate Chopin International Society, and her work on women writers and creative writing has appeared in various journals, including Philological Quarterly, Pennsylvania English, New Writing: the International Journal for the Theory and Practice of Creative Writing, and New Texas: a Journal of Literature and Culture, among others.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
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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