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So What? Now What? The Anthropology of Consciousness Responds to a World in Crisis
Editor: Matthew C. Bronson and Tina R. Fields
Date Of Publication: Jan 2010
Isbn13: 978-1-4438-1939-8
Isbn: 1-4438-1939-5
“The greatest crisis of our times in a failure of the human imagination.” -Editors

The world is currently undergoing a period of unprecedented crises on virtually every front: economic, ecological, and humanitarian. It is starkly apparent that a shift is needed in our dominant structural systems – and that by addressing the collective thinking that has created and maintained these systems, scholars can do their part to catalyze such a shift. The interdisciplinary field known as the Anthropology of Consciousness offers important insights for enacting this necessary shift.

This book draws on the work of a group of diverse scholars to explore what the intersection of anthropology and consciousness studies can contribute to the “public turn” within anthropology and the academy in general. Its twelve chapters span disparate geographies and disciplinary frameworks, yet cohere in their focus on common themes such as imagination, empathy, agency, dialogue, and ethics. The answers to the question “So What? Now What?” differ for a linguistic anthropologist in the South Pacific, an environmental educator in Hawai‘i, a grant-writing anthropologist serving a refugee agency in Portland, Oregon and the founder of a girls’ school in Brazil. Nevertheless, they are united in the desire to reframe the anthropology of consciousness as an “anthropology of conscience,” and this pioneering volume is the result.

Matthew C. Bronson, Ph.D, an educational linguist, is Associate Professor of Anthropology at the California Institute of Integral Studies and a teacher educator at the University of California at Davis. He has recently co-authored chapters in two books, including the Encyclopedia of Language and Education Research, and edited four special journal issues on Indigenous/Western dialogue and re-visioning higher education.

Tina R. Fields, Ph.D., an ecopsychologist, has taught about the cultural and psycho-spiritual dimensions of environmental issues for Lesley University’s Audubon Expedition Institute, New College, and Dominican University. Her recent publications include essays about ecological relationship in Courting the Wild and an entry on pre-Christian Celtic beliefs in the Encyclopedia of Shamanism. She is also an accomplished visual and performing artist.

Price Uk Gbp: 29.99
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Sample pdf (including Table of Contents)

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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

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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
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October 2011