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New Essays on the Frankfurt School of Critical Theory
Editor: Alfred J. Drake
Date Of Publication: Oct 2009
Isbn13: 9781847189578
Isbn: 1-84718-957-1
New Essays on the Frankfurt School of Critical Theory offers fifteen essays covering a variety of authors and topics related to the Frankfurt School of Critical Theory (Institut für Sozialforschung) that flourished from the 1920s in connection with the University of Frankfurt in Germany and then abroad. The volume offers reflections on the Frankfurt School’s critical dialogue with philosophical predecessors such as Marx and Nietzsche, elucidates key debates between Frankfurt School authors and contemporaries, and addresses the continuing significance of the Frankfurt School in the postmodern age, with reference to major thinkers such as Fredric Jameson, Antonio Negri, Gilles Deleuze and Jacques Lacan. Readers will find a lively but respectful debate on the strengths and limitations of Frankfurt notions about technology, “negative dialectics,” the Shoah, and the utopian dimension of political thought, among other concerns. The aim of contributors throughout has been to broaden readers’ understanding of the sophistication and integrity of Frankfurt School thought rather than reducing it to the level of the formulaic or polemical. Music theory, the representation of urban spaces in prose and image, and the theorization of childhood find a place in this appropriately diverse collection, with essays on Lewis Mumford and Siegfried Kracauer broadening its scope.
Alfred J. Drake received his PhD in English literature from the University of California, Irvine in 1997. His research interests include nineteenth–century British literature, contemporary theory, the history of criticism, and classical literature, and he is currently editing a volume of essays on the American New Critics for Cambridge Scholars Publishing.
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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