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Masculinities in Twentieth- and Twenty-first Century French and Francophone Literature
Editor: Edith Biegler Vandervoort
Date Of Publication: May 2011
Isbn13: 978-1-4438-2889-5
Isbn: 1-4438-2889-0
The study of masculinities and gender identity in contemporary literature is relatively new and, with each year of this millennium, gains momentum. Indeed, as the women’s movement becomes forceful in developing nations, the question of tolerance to gays, lesbians, bisexuals, and transvestites undergoes a similar process. At a time when women refuse to be subjected to war crimes, when they begin entering the workforce and realize the need to support their families independently, and when they refuse to remain in abusive marriages or remain silent in countries, where governments ignore their needs, men and women are questioning the meaning of gender in their culture and often seek alternatives to established gender roles. In some countries, this entails organized demonstrations for additional civil rights, while in others, the expression of sexual freedom remains a question of remaining silent or risking public execution. Thanks to the scholarly commitment of its authors, this book examines the range of masculine expression on three continents: Europe, Africa, and the Americas. In this collection, they write about men’s past and present challenges, male friendships, and male immigrants and outcasts. Paralleling the independence movement of France’s former colonies, the goal of this collection is to continue the expression of freedom toward understanding and tolerance of all variances of sexuality.
Edith Biegler Vandervoort (Ph.D., University of Tennessee at Knoxville) currently teaches German at the University of North Texas. She has also taught German and French at the University of Texas-Pan American, the Defense Language Institute, Chapman University, and several community colleges in southern California. Her research focuses on gender identity in twentieth-century German and French-Canadian literature and film.
Price Uk Gbp: 44.99
Price Us Usd: 67.99
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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