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The Good Body: Normalizing Visions in Nineteenth-Century American Literature and Culture, 1836-1867
Author: William M. Etter
Date Of Publication: Mar 2010
Isbn13: 978-1-4438-1856-8
Isbn: 1-4438-1856-9
The Good Body: Normalizing Visions in Nineteenth-Century American Literature and Culture, 1836–1867 examines literary and cultural representations of so-called “normal” and “abnormal” bodies in the antebellum and Civil War-era United States and the ways in which these representations operated as a means of justifying, critiquing, and problematizing prominent concerns of the period: the relationship between the health of American citizens and national progress, Western expansion, debates over slavery, the threatened dissolution of the Union in the Civil War, and the legitimation of the post-war reunified nation. Considering a wide range of sources—classic works of non-fiction, fiction, and poetry; health reform textbooks; proslavery documents; photographs of Civil War veterans; and Civil War medical records of the federal government—this study demonstrates that American literature of this period typically imagined real and fictional bodies as healthy, aesthetically pleasing, and symbolically coherent in relation to other bodies imagined as deviating from these “norms” to preserve existing political and social orders but also, at times, to challenge the hegemonic power of US institutions. In addition to the literary material considered, central in this book are critical approaches to history and disability studies which illuminate the construction of physical “normality” and contribute to recent scholarly attempts to assess the significance of physical differences in the literature and culture of the United States.
William M. Etter is Associate Professor of English at Irvine Valley College and holds a PhD in English from the University of California, Irvine. He has previously published articles on Edgar Allan Poe, critical theory and disability studies, the autobiography of the disabled Civil War veteran Alfred Bellard, slave narratives, and August Wilson’s plays.
Price Uk Gbp: 44.99
Price Us Usd: 67.99
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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