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The Postcolonial Body in Queer Space and Time
Author: Rebecca Fine Romanow
Date Of Publication: Sep 2008
Isbn13: 9781847187789
Isbn: 1-84718-778-1
The Postcolonial Body in Queer Space and Time examines the ways in which the notion of the postcolonial correlates to Judith Halberstam’s idea of queer space and time, the non-normative path of Western lifestyles and hegemonies. Emphasizing authors from Africa and Southeast Asia in the diaspora in London from the mid-1960s through 1990, the reading of both postcolonial lands and subjects as “queer counterproductive” space reveals a depiction of bodies in these texts as located in and performing queer space and time, redefining and relocating the understanding of the postcolonial. The first wave of postcolonial literature produced by diasporics presents the body as the site where the non-normative is performed, revealing the beginnings of a corporeal resistance to the re-colonization of the diasporic individual residing in England from the Wilson through the Thatcher regimes. This study emphasizes the ways in which early postcolonial literature embodies and encounters the topics of race, gender and sexuality, proving that a rejection of subjectifying processes through the representation of the body has always been present in diasporic postcolonial literature. Reading through postcolonial theory as well as the works of Foucault, Deleuze and Guattari, Hardt and Negri, Homi Bhabha, and Giorgio Agamben, as well as Halberstam and queer theory, The Postcolonial Body in Queer Space and Time discusses the poetry and journals of Arthur Nortje, Hanif Kureishi’s The Buddha of Suburbia and his film Sammy and Rosie Get Laid, and Tayeb Salih’s Season of Migration to the North, tracing a geographic arc from homeland to London to the return to the homeland, traveling through the queer space and time of the postcolonial.
Rebecca Fine Romanow is a Lecturer in the English Department at the University of Massachusetts Boston, and received her PhD from the University of Rhode Island, where she teaches Literature and Film Studies. Her essays on the effects of globalization on popular culture, “The Erasure of Language in the Globalization of Rock Music: Sigur Ros and the Politics of Hopelandic” (2003) and “But...Can the Subaltern Sing?” (2005), appeared in Politics and Culture.
Price Uk Gbp: 16.99
Price Us Usd: 25.99
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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