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Land and Landscape in Francographic Literature: Remapping Uncertain Territories
Editor: Magali Compan and Katarzyna Pieprzak
Date Of Publication: May 2007
Isbn13: 9781847181633
Isbn: 1-84718-163-5
The literary production of landscape in the French-writing world, whether in Quebec, Morocco or Mauritius, is not new, but over the past fifty years it has developed added significance. As the dynamics of globalization continue to displace bodies around the world and deterritorialize its subjects, the relevance of land and landscape as a potent source for cultural identity, nationalist aspirations, and alternative post-nationalist subjectivities continues to grow. The essays in this collection examine contemporary literature in French from and in multiple spaces around the world, and consider the ways the vernacular and the local–as well as the virtual and transnational–re-claim, re-map and re-fashion post-colonial, national, cultural and ethnic landscapes while also questioning both the limits and challenges to this imagination. Contributors address landscape as an imaginary, constructed, and negotiated literary space rather than an unproblematic transcription of an external geographic reality, and through this prism explore images of dispossession, resistance, and re-appropriation. These essays link the literary conquest of nature to the process of writing/righting a history of imperialism and neocolonialism, locate in nature the rhythms of a material identity and metaphysical reality beyond urban and industrial capitalism, use landscape to explore the psychic disturbances of displacement, and call for a reinvention of places of memory. The collection aims to illuminate what can best be described as a Francographie that traces in multiple hands tenuous if not altogether uncertain geographies and unfinished maps.
Katarzyna Pieprzak is an Assistant Professor at Williams College in the Department of Romance Languages and Program in Comparative Literature.
Magali Compan is an Assistant Professor at the College of William and Mary, Williamsburg, where she teaches Francophone Literatures and Cultures.
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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