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Peripheral Transmodernities: South-to-South Intercultural Dialogues between the Luso-Hispanic World and “the Orient”
Editor: Ignacio López-Calvo
Date Of Publication: Apr 2012
Isbn13: 978-1-4438-3714-9
Isbn: 1-4438-3714-8
This volume is a collection of essays dealing with the critical dialogue between the cultural production of the Hispanic/Latino world and that of the so-called Orient or the Orient itself, including the Asian and Arab worlds. As we see in these essays, the Europeans’ cultural others (peripheral nations and former colonies) have established an intercultural and intercontinental dialogue among themselves, without feeling the need to resort to the center-metropolis’ mediation. These South-to-South dialogues tend not to be as asymmetric as the old dialogue between the (former) metropolis (the hegemonic, Eurocentric center) and the colonies. These essays about Hispanic and Latino cultural production (most of them dealing with literature, but some covering urban art, music, and film) provide vivid examples of de-colonizing impetus and cultural resistance. In some of them, we can find peripheral subjectivities’ perception of other peripheral, racialized, and (post)colonial subjects and their cultures.
Ignacio López-Calvo is a Professor of Latin American Literature at the University of California, Merced. He is the author of five books on Latin American and US Latino literature and culture: Written in Exile: Chilean Fiction from 1973–Present (Routledge, 2001); Religión y militarismo en la obra de Marcos Aguinis 1963–2000 (Mellen, 2002); “Trujillo and God”: Literary and Cultural Representations of the Dominican Dictator (University Press of Florida, 2005); Imaging the Chinese in Cuban Literature and Culture (University Press of Florida, 2007); and Latino Los Angeles in Film and Fiction: The Cultural Production of Social Anxiety (University of Arizona Press, 2011). In addition, he has edited the books Alternative Orientalisms in Latin America and Beyond (Cambridge Scholars Publishing, 2007) and One World Periphery Reads the Other: Knowing the “Oriental” in the Americas and the Iberian Peninsula (Cambridge Scholars Publishing, 2009), and co-edited Caminos para la paz: literatura israelí y árabe en castellano (2008). He is the co-executive director of the academic journal Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World. He is currently completing a book titled Dragons in the Land of the Condor: The Nikkei in Peru’s Cultural Production.
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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