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Postcolonial Slavery: An Overview of Colonialism’s Legacy
Editor: Charlotte Baker and Jennifer Jahn
Date Of Publication: Dec 2008
Isbn13: 978-1-4438-0103-4
Isbn: 1-4438-0103-8
This collection of eight essays by research students and academics from the UK, France, Germany and the USA examining different forms and manifestations of postcolonial slavery underlines the significance of the year 2007, marking the bicentennial anniversary of the passage of the British law banning the slave trade. Slavery and its legacies galvanized a diachronic series of ethnic crossings and transformations that engendered new and complex patterns of crosscultural contact. And the importance of communities of runaway slaves can scarcely be overstated as a symbol of an insistent black resistance and self-affirmation. But in bringing the material realities of slavery to the forefront of the imagination, this volume also highlights the marginalization of British and French colonial practices in institutionalized frameworks of historical knowledge. Actively contesting the related traumas of transplantation, the middle passage, and the fracturing of the collective memory, and drawing actively on a wide range of approaches and perspectives, this collection seeks to reinscribe a material historical consciousness of slavery and its legacies through a strategic interaction between history, subjectivity, and representation. —H. Adlai Murdoch, University of Illinois at Urbana-Champaign
Charlotte Baker is Lecturer in French in the Department of European Languages and Cultures at Lancaster University. Her research interests focus on 20th century French and Francophone African literature, and particularly on the representation of marginalised and stigmatised groups in Africa.
Jennifer Jahn has recently completed her PhD on Martinican Women’s Writing at the University of Cambridge, Sidney Sussex College. She is interested in contemporary French and Francophone island literature by women with a focus on socio-political issues and the legacy of colonialism.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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