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Mobilising against Marginalisation in Europe
Editor: Didier Chabanet and Frédéric Royall
Date Of Publication: Jan 2010
Isbn13: 978-1-4438-1674-8
Isbn: 1-4438-1674-4
This book brings together twelve scholars from various universities and research centres in Europe and Canada. All look at developments in the collective action of marginalised and/or disadvantaged people such as Gypsies, migrants, cleaners, or unemployed people in contemporary West European societies. The authors analyse how these people organise and mobilise within or across countries such as Belgium, Finland, France, Germany, Great Britain, Ireland, or Italy. They note that although the collective actions of marginalised and/or disadvantaged people are not necessarily unusual, all these nationally based or cross-national mobilisations have in common the fact that many of these people seek to overcome various cultural, social, and political obstacles, act collectively, and intervene in the public space. The various contributors in this book observe that the mobilisations of the marginalised and/or disadvantaged are often linked to new patterns and forms of social and political marginalisation and inequality. The contributors analyse, therefore, these emerging patterns and they investigate the extent to which marginalised and/or disadvantaged people are of political significance in many of today’s West European societies.
Didier CHABANET is Senior Research Fellow at the Triangle Research Centre of the École Normale Supérieure de Lyon (France). He has published extensively in the areas of collective action, social exclusion and poor people’s movements.
Frédéric ROYALL is Senior Lecturer in French Studies at the University of Limerick (Ireland). His research deals broadly with social movements in contemporary Europe and more specifically with social and political developments in French and Irish societies.
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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