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Recognition in Politics: Theory, Policy and Practice
Editor: Julie Connolly, Michael Leach and Lucas Walsh
Date Of Publication: Mar 2007
Isbn13: 9781847181411
Isbn: 1-84718-141-4
The concept of recognition, and its relationship to the way we theorise identity and justice, has emerged as part of an important debate in contemporary political and social theory. With contributions from Nancy Fraser and international commentators, this new collection examines key theoretical and practical problems of ‘recognition’ in politics. Beyond important normative issues in social theory, such as how cultural claims to difference may be justly accommodated in liberal polities, it addresses a range of practical problems in which a politics of recognition approach casts new light on old conflicts and tensions, examining these problems within the context of processes of globalisation and increasing cultural diversity. Organised into three sections, Recognition in Politics: Theory, Policy and Practice analyses new theoretical directions, the challenges of managing multicultural societies, and social policy case studies. Featuring a recent paper by Professor Nancy Fraser based on her 2004 Spinoza Lecture, this collection examines core issues in contemporary debates over recognition, extending these debates in new and significant ways. The contributors extend the literature on recognition by applying the theory to practical, contemporary political problems. These papers reveal the capacity of the recognition paradigm to generate new insights into political problems, but also the limitations of the concept’s theoretical purview. Together, these commentaries offer an invaluable road map to the most recent scholarship on recognition.
Julie Connolly’s doctoral thesis, Social Recognition and Freedom in Axel Honneth s Critical Theory, examined Axel Honneth s contribution to social theory. She has presented papers of Honneth s work in Australia and internationally. Michael Leach is a Research Fellow in the Institute for Citizenship and Globalisation at Deakin University. His daughter Rosa is three years old and very tolerant of his failed musical aspirations. Lucas Walsh is a Research Fellow in the Institute for Citizenship and Globalisation at Deakin University. His PhD explored the relationship of education policy reform to the development of democracy in the latter twentieth century.
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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