|
Postcolonial Borderlands: Orality and Irish Traveller Writing
Author: Christine Walsh (Mícheál Ó hAodha, editor)
Date Of Publication: Feb 2008
Isbn13: 9781847184498
Isbn: 1-84718-449-9
A traditionally nomadic people, the Irish Travellers have experienced a long history of marginalization and discrimination in modern Ireland. This volume explores colonisation as an unresolved trauma which has contributed to this marginalisation of Travellers both within Ireland and abroad. Travellers’ traditionally oral culture has meant that they have, until recently, been excluded from many educational institutions and frameworks. Focusing on two autobiographical works by Traveller writers, Nan Joyce’s My Life on the Road (2000) (formerly Traveller, 1985) and Seán Maher’s The Road to God Knows Where (1972, 1998), the prominence given to oral expression and narration suggests that memory is a collective process, one whereby an individual’s cultural identity develops on a communal level, a level that is intimately connected to the natural world. By re-engaging with the official versions of Irish history as encompassed in narratives where Travellers are active participants, Joyce and Maher reveal the seminal role of storytelling in the creation of a sense of nationhood for a people hitherto excluded to society’s margins. The writings of these Traveller authors also serve to construct a legitimate sense of belonging for Travellers within the modern Irish nation-state. By re-engaging with such individual narrative voices it is possible to illuminate what is lost, but also, what is worth safeguarding for the future.
Christine Walsh received her MA in English from Concordia University, Montreal, Canada in 2007. She is the recipient of the David McKeen Award for 2006-2007 for an academic master’s thesis in English. Her interest in Roma and Travellers and storytelling cultures was already firmly established during her undergraduate years when she studied Creative Writing and Theatre at Concordia. She is presently teaching in Saint-Jean-sur-Richelieu, Quebec, where she also lives.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
Sample pdf (including Table of Contents)
|
|
|
|
|
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
|
|
Read more...
|
|
|
|
