|
Rethinking the Racial Moment: Essays on the Colonial Encounter
Editor: Alison Holland and Barbara Brookes
Date Of Publication: May 2011
Isbn13: 978-1-4438-2862-8
Isbn: 1-4438-2862-9
In recent years ‘race’ has fallen out of historiographical fashion, being eclipsed by seemingly more benign terms such as ‘culture,’ ‘ethnicity’ and ‘difference.’ This timely and highly readable collection of essays re-energises the debate by carefully focusing our attention on local articulations of race and their intersections with colonialism and its aftermath. In Rethinking the Racial Moment: Essays on the Colonial Encounter Alison Holland and Barbara Brookes have produced a collection of studies that shift our historical understanding of colonialism in significant new directions. Their generous and exciting brief will ensure that the book has immediate appeal for multiple readers engaged in critical theory, as well as those more specifically involved in Australian and New Zealand history. Collectively, they offer new and invigorating approaches to understanding colonialism and cultural encounters in history via the interpretive (not merely temporal) frame of ‘the moment.’
Alison Holland is Senior Lecturer in the Department of Modern History, Macquarie University, Sydney, Australia. She teaches Aboriginal History as well as Australian environmental history. She has written extensively on aspects of Aboriginal and women’s history with a particular focus on themes of gender, race and citizenship in colonial contexts.
Barbara Brookes is Professor of History at the University of Otago, Dunedin, New Zealand. She is the author of Abortion in England, 1900–1967 (Croom Helm, 1988) and co-editor of five collections of essays encompassing aspects of New Zealand’s social, medical and cultural history.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
|
|
|
|
|
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
|
|
Read more...
|
|
|
|
