|
The English Malady: Enabling and Disabling Fictions
Editor: Glen Colburn
Date Of Publication: May 2008
Isbn13: 9781847185648
Isbn: 1-84718-564-9
The eleven essays collected in The English Malady: Enabling and Disabling Fictions adopt perspectives from a variety of disciplines—history, sociology, music, theater, and literary studies—in order to examine manifestations of and writing about hysteria in Europe during the long eighteenth century. The collection demonstrates not only that hysteria was an important cultural metaphor for the Enlightenment—a fact sometimes obscured by scholarly emphasis on the study of hysteria as a nineteenth and early twentieth-century phenomenon—but also that the period’s writers sometimes considered hysteria a blessing as well as a curse. Implicit in the various arguments of this collection is the suggestion that hysteria might be considered an expression of early modern ambivalence about the emergence of modernity.
Glen Colburn is Associate Professor of English at Morehead State University, in eastern Kentucky. His research interests include the novel and the history of hysteria. He is currently working on a book length study tentatively titled The Age of Hysteria: Medicine, Philosophy, and the Novel in Eighteenth-Century Britain.
The book offers a wide-ranging, compelling set of essays on hysteria and hypochondria, the amorphous symptoms of which have been known since the eighteenth century as “the English malady.” As Colburn puts it in his introduction to the volume, the English malady as a subject of scholarly inquiry “invites both serious and playful analysis of the Enlightenment.” Whether taking up the study of music, medical history, or literature, the eleven essays in this book accept the invitation with vigor and humor, providing challenging new insights and provocative analyses.
—Devoney Looser, Associate Professor, Department of English, University of Missouri-Columbia
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
|
|
|
|
|
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
|
|
Read more...
|
|
|
|
