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The Female Voice in The Assembly of Ladies: Text and Context in Fifteenth-Century England
Author: Simone Celine Marshall
Date Of Publication: May 2008
Isbn13: 9781847185709
Isbn: 1-84718-570-3
The Assembly of Ladies is a fifteenth-century secular love poem in Middle English that adheres closely to conventional poetic structures, but throws these conventions into relief as it presents the narrative from a woman’s point of view, a rare occurrence for poetry of this period. Who wrote it, for whom and why, are questions about which we can speculate, but never ultimately answer–the poem itself gives us few clues. Yet the poem has had a remarkable shelf-life; in subsequent centuries the poem has continued to be noticed, read, and debated, as a small but significant artefact from fifteenth-century England. This book examines how fifteenth-century English social conventions impact upon gender relations in The Assembly of Ladies. By drawing on contemporary (and clearly influential) texts from the fifteenth century as a comparison, Marshall shows how The Assembly of Ladies has integrated social conventions into its themes and structure, elevating for the reader the ways that social and literary conventions impact on women in the production and consumption of literature.
Simone Celine Marshall is a lecturer in the Department of English at the University of Otago, New Zealand. Her research focuses on late medieval literature and book culture.
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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