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Politics and Culture in Post-War Italy
Editor: Linda Risso and Monica Boria
Date Of Publication: May 2006
Isbn13: 9781904303916
Isbn: 1904303919
This volume originates from the Society for Italian Studies Postgraduate Colloquium that has taken place at University of Cambridge in April 2005. It gathers together articles by British, Irish and Italian young researchers working on various aspects of Italian Studies broadly defined since the end of World War II. The volume offers original insights into lesser known aspects of post-war Italian culture and introduces innovative perspectives on literature, women’s studies, cinema, history and politics. The result is the interdisciplinary and original examination of Italian culture and society in the last sixty years. The articles are divided into four sections according to the chronological period and the subject they deal with: Female figures, wartime and beyond, Post-war cultural representations, Political writings, Domestic and international Italian politics. Each section is a coherent ensemble and constitutes an example of the far-reaching results achieved by interdisciplinary research.
Linda Risso is Wiener-Anspach Research Fellow at the Université Libre de Bruxelles. Her research interests include history of European integration and Italian social and political history. In the past years, she has published various articles in Quaderno di Storia Contemporanea and Quaderni di Storia e Letteratura. Monica Boria graduated in modern languages at the Università di Macerata and obtained an MPhil in Italian Studies at the University of Birmingham. She is a lecturer in Italian at Anglia Ruskin University, Cambridge. Among her publications: “Teaching Language through Literature”, Tuttitalia, 27 (2003); “Echoes of Counterculture in Stefano Benni’s Humour”, Romance Studies Journal 23 (2005); “I romanzi di Stefano Benni”, in F. Pellegrini, E. Tarantino (eds.), Il romanzo contemporaneo: Voci italiane, Troubador [forthcoming].
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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