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Material Worlds: Proceedings of the Conference held at Glasgow University, 2005
Editor: Rachel Moffat and Eugene de Klerk
Date Of Publication: Sep 2007
Isbn13: 9781847182753
Isbn: 1-84718-275-5
What are the contemporary definitions of materiality and culture and how do they interrelate? This expansive brief is the starting point for this publication, which draws from some of the definitions presented at the Material Worlds Conference, held at the University of Glasgow in 2005. Following the keynote set by Professor Catherine Belsey, participants debated how it is that the real is negotiated and mediated by cultural practice. Those who contributed to this volume seek to examine how the intangible can be made real through different media and how these influence our experience of the world. Furthermore they also ask what it is about the real that resists cultural transcription. Included in these papers are analyses of attempts to inscribe the soul; the ongoing difficulty of propertizing concepts; and the material, sometimes pornographic, manifestations of capitalism and empire. By the end of the conference a concern was expressed that even the antinomy between culture and the real was something which had largely been discursively or ideologically determined and demanded a fundamental revision. This is something which Professor Peter Hallward highlights when he seeks to outline the position of the real in modern philosophy.
Eugene de Klerk is a Commonwealth Scholar from South Africa. He is currently at the University of Glasgow where he is pursuing a PhD which seeks to locate a model through which psychoanalysis can be used to the benefit of development projects.
Rachel Moffat is currently studying for a PhD in English Literature at the University of Glasgow, researching the development of travel writing about Africa in the twentieth century, with particular regard to the influences of postcolonial discourse and gender studies.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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