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Spooked: Britain, Empire and Intelligence since 1945
Editor: Patrick Major and Christopher R. Moran
Date Of Publication: Oct 2009
Isbn13: 978-1-4438-1312-9
Isbn: 1-4438-1312-5
In recent years the subject of intelligence has well and truly come out of the shadows. The terrorist attacks of 9/11 and 7/7, the wars in Iraq and Afghanistan, debates about domestic surveillance, secret detention and rendition have all brought unprecedented notoriety and exposure to the work of the intelligence services. In a media world, both the limitations and abuses of intelligence have never been more visible. Faced with the threat of militant jihadism, public expectations of intelligence have greatly increased, as have calls for more transparency about combatting this new menace. These essays draw together Britain's leading intelligence historians to present a fresh and original study of British secrecy since 1945. A combination of synoptic works and empirical case studies, drawing on recently declassified archival materials, the essays touch upon several historiographical concerns: the advantages and disadvantages of greater openness; the accuracy of media reporting on secret services; the representation of intelligence in popular culture; and the use and misuse of intelligence in the so-called ‘War on Terror’. A focal point of this volume is the role of intelligence in imperial contexts, especially during the period of decolonisation. The contributors include Richard Aldrich, Christopher Andrew, Philip Davies, Anthony Glees, Rob Johnson, Philip Murphy and Calder Walton.
Patrick Major is Professor of Modern History and Associate of the Centre for East German Studies at the University of Reading. A specialist in the history of modern Germany and the Cold War, he has written and edited several books, including Behind the Berlin Wall: East Germany and the Frontiers of Power (2009).
Christopher R. Moran is Research Fellow in the Department of Politics and International Studies at the University of Warwick. His doctoral thesis, which was successfully defended in November 2008, and is now being revised for publication, explored the theory and practice of secrecy and censorship in Cold War Britain. He is presently an investigator on an AHRC-funded project, ‘Landscapes of Secrecy: The Central Intelligence Agency and the Contested Record of US Foreign Policy, 1947–2001’.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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