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The Question of Integration: Immigration, Exclusion and the Danish Welfare State
Editor: Karen Fog Olwig and Karsten Paerregaard
Date Of Publication: Jan 2011
Isbn13: 978-1-4438-2635-8
Isbn: 1-4438-2635-9
The question of integration has become an important concern as many societies are experiencing a growing influx of people from abroad. But what does integration really mean? What does it take for a person to be integrated in a society? Through a number of ethnographic case studies, this book explores varying meanings and practices of integration in Denmark. This welfare society, characterized by a liberal life style and strong notions of social equality, is experiencing an upsurge of nationalist sentiment. The authors show that integration is not just a neutral term referring to the incorporation of newcomers into society. It is, more fundamentally, an ideologically loaded concept revolving around the redefining of notions of community and welfare in a society undergoing rapid social and economic changes in the face of globalization. The ethnographic analyses are authored by anthropologists who wish to engage, as scholars and citizens living and working in Denmark, in one of the most contentious issues of our time. The Danish perspectives on integration are discussed from a broader international perspective in three epilogues by non-Danish anthropologists.
Karen Fog Olwig and Karsten Paerregaard teach at the Department of Anthropology, University of Copenhagen, Denmark. They have done extensive research on migration and published numerous articles and books on migration related issues in European and the Americas.
Price Uk Gbp: 19.99
Price Us Usd: 29.99
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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