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Literature and Ethics: From the Green Knight to the Dark Knight
Editor: Steve Brie and William T. Rossiter
Date Of Publication: Aug 2011
Isbn13: 978-1-4438-2996-0
Isbn: 1-4438-2996-X
This volume examines the crucial relationship between literature and ethics, as it has developed and changed from the late medieval period to the present day. The focus of the volume is predicated upon three interrelated themes: instruction, judgement, and justice. Previous studies of literature and ethics have often been restricted to a limited chronology and generic focus; the present volume covers a range of periods, texts and genres in order to provide a wider illustration of the relationship between the literary and the ethical.
Steve Brie is Senior Lecturer in English Literature at Liverpool Hope University. He holds an MA and a PhD from the University of Liverpool. He has published a monograph on the history of the King George and Queen Elizabeth Diamond Stakes, has edited two collections, and published chapters and journal articles on poetry, film, television drama, theology, history, the graphic novel, comic books and popular music. His research interests include the poetry of Charles Bukowski, British and American television drama, and British and American popular music.
William T. Rossiter is Lecturer in English at Liverpool Hope University. He is the author of Chaucer and Petrarch (Brewer, 2010). His research focuses mainly on late medieval and early modern literature, with a particular interest in Anglo-Italian literary and cultural relationships. He has written various articles on Chaucer, Petrarch, Boccaccio, John Lydgate and Sir Thomas Wyatt, and is currently co-editing (with Jason Powell) a volume entitled Authority and Diplomacy from Dante to Shakespeare. He is also carrying out research for a forthcoming monograph entitled Wyatt Abroad.
Price Uk Gbp: 24.99
Price Us Usd: 37.99
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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