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Taking Archaeology out of Heritage
Editor: Emma Waterton and Laurajane Smith
Date Of Publication: Dec 2009
Isbn13: 978-1-4438-1442-3
Isbn: 1-4438-1442-3
Archaeology has, on the whole, tended to dominate the development of public policies and practices applicable to what is often referred to as “heritage”. This book aims to examine the conflation of heritage with archaeology that has occurred as a result. To do so, it asks whether archaeology can usefully contribute to critical understandings of heritage, which, the volume contends, must consider heritage both in terms of what it is and the cultural, social and political work it does in contemporary societies. Archaeologists have been very successful in protecting what they perceive to be their database—a success that owes much to the development and maintenance of a suite of heritage management practices that work to legitimize their privileged access to, and control of, that database. However, is archaeological data actually heritage? Moreover, does archaeological knowledge offer a meaningful reflection of “the historic environment”, in terms of the uses, values and associations it carries for the various and different communities or publics that engage with that environment/heritage? The volume brings together academic and field archaeologists, academics from heritage studies and community activists from the UK and Europe more generally to debate these issues.
Dr Laurajane Smith is Reader of Heritage Studies at the University of York. She has authored: Archaeological Theory and the Politics of Cultural Heritage (2004); Uses of Heritage (2006); and co-authored (with Emma Waterton) of Heritage, Communities and Archaeology. She has edited Cultural Heritage: Critical Concepts in Media and Cultural Studies (2007), and co-edited Intangible Heritage (2009), Issues in Management Archaeology (1996), Women in Archaeology (1993), Aboriginal Involvement in Parks and Protected Areas (1992). She is also editor of the International Journal of Heritage Studies.
Dr Emma Waterton holds an RCUK Academic Fellowship in Heritage and Public History, Keele University. Publications include the co-authored volume (with Laurajane Smith) Heritage, Communities and Archaeology (Duckworth 2009) and the co-edited volume (with Steve Watson) Culture, Heritage and Representations (Ashgate forthcoming). She is also assistant editor of the International Journal of Heritage Studies.
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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