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Kathy Acker and Transnationalism
Editor: Polina Mackay and Kathryn Nicol
Date Of Publication: Jun 2009
Isbn13: 978-1-4438-0570-4
Isbn: 1-4438-0570-X
Since Kathy Acker's death in 1997 the body of critical work on her fiction has continued to grow, and even to flourish. The continuing critical attention that her work has received is testament both to the complexity and intellectual scope of her many artistic and critical projects, and to the continuing relevance of her concerns and ambitions in the recent and contemporary world; a world that her fictions prefigure and interrogate in ways that we perhaps could not have recognized during her lifetime. This collection of essays provides readers with access to a range of critical and theoretical essays that present a detailed analysis of transnationalism in Kathy Acker’s fiction. A wider aim of this book is to locate Acker’s work in the context of current debates on transnationalism, postnationalism, and global identity. Kathy Acker and Transnationalism therefore constitutes a timely re-appraisal of an important American writer, and a contribution to the growing field of studies in transnationalism.
Polina Mackay is Assistant Professor of English Literature at the University of Nicosia. She is the co-editor of Authorship in Context: From the Theoretical to the Material (2007) and the forthcoming Cambridge Companion to H.D.
Kathryn Nicol is an Irish Research Council for the Humanities and Social Sciences Postdoctoral Fellow at University College Dublin. Her work has appeared in the collections Literature and Racial Ambiguity and Death in American texts and Performances, and most recently in the journal GRAMMA.
"This volume on travel and global transnational considerations in the texts of Kathy Acker is among the most sophisticated literary criticism on her work"
—Ellen G. Friedman, College of New Jersey
Price Uk Gbp: 39.99
Price Us Usd: 59.99
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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