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The Archaeology of Destruction
Editor: Lila Rakoczy
Date Of Publication: Aug 2008
Isbn13: 9781847186249
Isbn: 1-84718-624-6
Buildings and landscapes are traditionally analysed with their construction and use in mind, with less interest shown in their destruction or ‘end’. This innovative book, canvassing the opinions of historians, archaeologists, and other professionals, highlights the complexity of destruction both as a concept and a phenomenon. Drawing from a variety of time periods and cultures, it explores the multiplicity of meanings that destruction can have, and the many complications this creates. Included in this are the politics behind how destruction is remembered (or forgotten), the logistical and ethical dilemmas it presents us with, and the power tensions and transitions that often accompany it. One of the most fundamental themes explored in this book is what destruction is: who defines it and how we choose to recognise it, and why these questions need to be debated. It clearly demonstrates the importance of understanding the complexity of destructive acts, and argues that the best way to achieve this is by establishing channels of dialogue between archaeologists and other disciplines.
Dr. Lila Rakoczy studied at King’s College London and the University of York. She specialises in the history and archaeology of the English Civil War, and in the study of castle destruction.
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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