Home - Cambridge Scholars Publishing

Reflections: New Directions in Modern Languages and Cultures
Editor: Sarah Buxton, Laura Campbell, Tracey Dawe and Elise Hugueny-Leger
Date Of Publication: Oct 2008
Isbn13: 9781847188366
Isbn: 1-84718-836-2
Mirroring, doubling, imitation, parody, intertextuality. The contributors to this volume — all postgraduate researchers at the time of writing — engage with some of these familiar words to produce articles that deal with the concept of “reflections” in literary and visual culture. Ranging from Italian Golden Age theatre to contemporary French literature and from Cuban film to German fiction, the twelve essays in this volume provide a fresh look at Modern Language Studies, highlighting in particular, the interdisciplinary nature of this field.

On one level, the volume speaks to those exploring Modern Language Studies for the first time, for example, undergraduate students, who seek a greater understanding of the dialogue between language and culture. However, the individual essays also have the potential to attract experienced scholars either looking for new knowledge on specialist subjects, or ways of approaching research in Modern Languages. Through its central theme, Reflections: New Perspectives in Modern Languages and Cultures makes some suggestions about the way forward for Modern Language Studies.

Sarah Buxton

Sarah Buxton completed a BA (Hons) in Modern and Medieval Languages (French and Spanish) in 2005, graduating from Queens' College, Cambridge University. She then undertook a Masters by Research at Durham University with Andrew M. Beresford, which she completed in autumn 2006. She is currently on a doctoral programme funded by the AHRC. Her research interests focus on the literature, history and culture of medieval Spain, particularly hagiography.

Laura Campbell

Laura Campbell graduated from Durham University in 2003 with a BA (Hons) in Modern European Languages (Spanish), and again in January 2006 on completing the MA in The Photographic Image. Laura is now undertaking an AHRC-funded doctoral research programme on the photographic representation of architecture in the Mexican illustrated press, 1910 to the 1940s.

Tracey Dawe

Tracey Dawe studied German Literature, Political Science and Sociology at the Humboldt University, Berlin. After graduating in 2002, she moved to Durham to write her M.A. thesis Time and the Other in Late Nineteenth-Century German Travel Writing. Tracey is currently an AHRC-funded PhD student at Durham researching themes of identity and colonialism in German travel writing on Africa 1849-1914.

Élise Hugueny-Léger

Élise Hugueny-Léger is a lecturer in French at St Andrews University. Her main teaching and research interest lie around modern French literature and culture, with an emphasis on autobiography, women’s writing and contemporary literature. Before coming to St Andrews, she completed a PhD on the works of Annie Ernaux at Durham University. She has written several articles and essays on Ernaux, as well as a monograph: Annie Ernaux, une poétique de la transgression (Peter Lang, forthcoming).

"The conference covered a broad variety of periods, languages and cultures. The overarching theme of ‘Reflections’ meant that many contributions were interrelated and stimulated fruitful questions and discussions. "Reflections: New Directions in Modern Languages and Cultures" is a coherent and tightly-focused volume."

Dr Alison Fell, senior lecturer in French, University of Leeds

“Great thought has gone into the composition of this volume, particularly its division into constituent but coherent sections. Although initially springing from a Durham Modern Languages initiative, the articles included here, ranging as they do from Medieval to the modern and dealing with such diverse forms as the textual, theatrical, cinematic and artistic, are sure to interest students and scholars with an interest in cultural production and cultural studies more generally”.

Professor Jan Clarke, Department of French, Durham University

Price Uk Gbp: 29.99
Price Us Usd: 44.99

Sample pdf (including Table of Contents)

We recommend

Language and Literature
Middle-earth and Beyond: Essays on the World of J. R. R. Tolkien

History
Arctic Discourses

Education
The Supportive School: Wellbeing and the Young Adolescent

Interesting reviews

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