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Postcolonial Odysseys: Derek Walcott’s Voyages of Homecoming
Author: Maeve Tynan
Date Of Publication: Apr 2011
Isbn13: 978-1-4438-2842-0
Isbn: 1-4438-2842-4
Postcolonial Odysseys: Derek Walcott’s Voyages of Homecoming highlights the importance of the trope of voyaging in Derek Walcott’s poetics, primarily as it pertains to the poet’s engagement with classical verse. Focusing specifically on the engagement with Homeric myth, and The Odyssey in particular, it articulates the manner in which Walcott’s postcolonial reconfigurations of epic verse both highlights the endurance of the classics as well as demonstrating how cultural practices can remake and transform ancient texts. Concomitant with the poet’s presentation of self as divided, this study traces opposing forces in operation within this trope: a centrifugal force that corresponds to the outward journey away from his island home in search of greater publishing opportunities and broader readerships, and a centripetal force corresponding to the return journey, or homecoming. The enabling potential of Greek myth is marked by a similar to-ing and fro-ing in Walcott’s verse as he repeatedly engages with, and simultaneously disavows, Homeric configurations. Insisting on the reciprocal nature of poetic appropriation, the act of rewriting also signalling new ways of rereading, Walcott’s appropriations effectively enter into a critical dialogue with Homeric verse. Further depth to Walcott’s rewriting of Homer is provided by an analysis of the mediating influence of Euro-American modernism. Through an examination of the postcolonial aftermath of modernism, it challenges the perceived exclusivity of each, illustrating this premise through case studies of Walcott’s relation to both Romare Bearden and James Joyce. This study is therefore interdisciplinary and inter-artistic in nature, transgressing the borderline between poetry and prose, and that of literary and artistic disciplines. Highlighting the permeability of such boundaries, it investigates the journey of Odysseus, as prototypical wanderer, through time and space, from oral to print culture, from word to image.
Dr Maeve Tynan lectures in the Department of English in Mary Immaculate College, University of Limerick. Her research focuses on postcolonial theory, contemporary Caribbean poetry and Irish Studies.
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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