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Postmodern Ethics: The Re-appropriation of Committed Writing in the Works of Antonio Tabucchi and Leonardo Sciascia 1975-2005
Author: Elizabeth Wren-Owens
Date Of Publication: Jul 2007
Isbn13: 9781847182340
Isbn: 1-84718-234-8
Postmodern Ethics offers a new perspective on debates surrounding the role of the intellectual in Italian society, and provides an original reading of two important Italian contemporary writers, Leonardo Sciascia and Antonio Tabucchi. It examines the ways in which the two writers use literature to engage with their socio-political environment in a climate informed by the doubts and scepticism of postmodernism, after traditional forms of impegno had been abandoned. Postmodern Ethics explores ways in which Tabucchi and Sciascia further their engagement through embracing the very factors which problematized traditional committed writing, such as the absence of fixed truths, the inability of language to fully communicate ideas and intertextuality. Postmodern Ethics provides an innovative new reading of Tabucchi’s works. It challenges the standard view in critical literature that his writing may be divided into ‘engaged’ texts which dialogue with society and ‘postmodern’ texts which focus on literary interiority, suggesting instead that socio-political engagement underpins all of his works. It also offers a new lens on Sciascia’s writing, unpacking why Sciascia, unlike his contemporaries, is able to maintain a belief in literature as a means of dialoguing with society. Postmodern Ethics explores the ways in which Tabucchi and Sciascia approach issues of terrorism, justice, the anti-mafia movement, immigration and the value of reading in connected yet distinct ways, suggesting that a close genealogy may be drawn between these two key intellectual figures.
Dr Liz Wren-Owens teaches at the University of Warwick, and has published numerous articles on Sciascia and Tabucchi. Her current research investigates the ways in which contemporary Italian novelists depict Italian identity in the light of the challenges posed by immigration, increasing European integration and discussions surrounding Italy’s colonial legacy.
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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