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Art, Politics and Society in Britain (1880-1914): Aspects of Modernity and Modernism
Editor: Trevor Harris
Date Of Publication: Nov 2009
Isbn13: 978-1-4438-1364-8
Isbn: 1-4438-1364-8
The oldest word in politics is “new”. The oldest word in the writing of history may well be “modern”: it is, without doubt, one of the most overworked adjectives in the English language. But the indeterminacy is perhaps just another way of saying that the difficulties raised are of a kind which simply will not go away… This collection of eight essays on aspects of modernity and modernism takes up the challenge of examining the complex, but fascinating convergence of aesthetics, politics and a quasi-spiritual dimension which is perhaps typical of British modernist thinking about modernity. This may have produced figures whom we now dismiss as eccentrics or “aesthetes”, it none the less produced figures whom many still think of as in some sense embodying the national identity: what, after all, could be more “English” than a William Morris wallpaper design? Rather than towards socialism in any of its “scientific” guises, what the British modernist approach to modernity may have been pushing at was yet another mutation of liberalism: a libertarian-humanitarian hybrid in which indigenous radical and Evangelical legacies keep scientific socialism in check, where fellowship and domesticity edge out a larger-scale, more abstract “fraternity”, and where citoyenneté or civisme give way to what George Orwell was later to define simply as “decency”.
Trevor Harris is Professor of British Civilisation in the Department of English Studies at the Université François-Rabelais, Tours, France. He has worked extensively on the intellectual history of Britain in the nineteenth and twentieth centuries, and on British foreign policy. His most recent book is Une Certaine idée de l’Angleterre in the collection “L’Histoire au présent” (Paris: Armand Colin, 2006).
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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