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Researching Work-Family Discourses: Step-by-Step Audiovisual Analysis of the British Sitcom Only Fools and Horses (1981-2003)
Author: Eduardo R. Infante
Date Of Publication: Jul 2011
Isbn13: 978-1-4438-2975-5
Isbn: 1-4438-2975-7
Gender talk and work-family issues have enticed many researchers worldwide in their wish to provide key insights into the globalised burden of balancing work-family demands. However, most studies follow the traditional quantitative methodology which fails to embrace the complexity of these issues. The present book is aimed to cover this gap by researching work-family discourses also with qualitative methodologies based on social representations of work, family, and gender roles. The book details the process step-by-step, with the hazardous duty of unveiling the hidden social messages of androcentric worlds towards defining degenderised societies in androgynous terms. Notwithstanding its complexity, the work-family discourses are retrieved from British best awarded TV sitcom Only Fools and Horses.
Born in Huelva, Southern Spain, Eduardo R. Infante moved to England in the early stages of his life and fell in love with the British lifestyle and culture. He graduated in Psychology in 1994 and completed a Master Degree in HR Management, both at the University of Seville where he started his academic career in 1996. He has also taught and worked in Perú, Colombia, and Ecuador. His research has shifted from a quantitative perspective of the study of various issues (group work, academic failure, drug consumption, etc.) towards a qualitative approach to the comprehension of work and family aspects since his PhD thesis presentation in 2001. To strengthen this new insight, he obtained a degree in Social and Cultural Anthropology in 2006 and also completed an MPhil thesis in Organisational Psychology at the Manchester Business School, University of Manchester, UK, in 2009. In that year he managed to obtain a Reader post on W&O Psychology at his University (http://personal.us.es/einfante). In the light of economic recession, he created last year a free international consulting on-line service in human resources especially designed for small or medium-sized companies (http://hrconsultancyus10.blogspot.com).
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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