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Text and Transmission in Medieval Europe
Editor: Chris Bishop
Date Of Publication: Oct 2007
Isbn13: 9781847183149
Isbn: 1-84718-314-X
Scholars of the Middle Ages are familiar with the notion of text as an inscribed document, whether that inscription occurs upon stone, metal, vellum or textiles, but the concept of inscription and, therefore, of text, can be extended to cover a range of evidence. Thus, one might speak of archaeological remains, land use patterns, traditional stories, remnant practices and revenant beliefs as constituting texts in their own right. Broadly defined then, text is the means by which we engage with the historical subject. The medievalist, however, faces particular constraints in interpreting these texts through the agencies of their transmission. Questions such as who authored these texts, when and why, intersect with problems of transcription, translation and redaction to inform a complex discourse. The majority of the chapters in this book started life as papers presented at a conference entitled Text and Transmission in Early Medieval Europe and the title of this book ultimately derives from that theme. The subjects these chapters deal with range in geography from Ireland through to Byzantium, and cover almost a millennium of European history, but they are united in their effort to prise from their subjects some truths about texts, transmission and the critical literacies needed to interpret both.
Chris Bishop is a Visiting Fellow at the Australian National University where he completed his doctorate in 2007. His publications include The Wounding Plough (1993) and Killing the Lizard (1995) together with numerous papers on the literature and history of early medieval England. He is presently completing work on a forth-coming book to be called Sex and Angst: Literature and Society in Tenth-Century Wessex.
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
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October 2011
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