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The Subversive Storyteller: The Short Story Cycle and the Politics of Identity in America
Author: Michelle Pacht
Date Of Publication: Feb 2009
Isbn13: 978-1-4438-0165-2
Isbn: 1-4438-0165-8
The Subversive Storyteller: The Short Story Cycle and the Politics of Identity in America examines how nineteenth- and twentieth-century American authors adapted and expanded the short story cycle to convey subversive or controversial ideas without alienating readers and threatening their ability to succeed within the literary marketplace. The twelve authors highlighted here come from a wide range of cultural, racial, and geographic backgrounds. Their texts represent different, more advanced stages in the development of the short story cycle as each exploits the fragmentation and inherent lack of cohesion of the genre to reflect the changing realities of life in America during key moments in its history. In tracing the development of the short story cycle through the first two centuries of America’s literary tradition, The Subversive Storyteller fills a gap in existing scholarship on the genre. It examines how short story cycles by Washington Irving, Nathaniel Hawthorne, Sarah Orne Jewett, Charles W. Chesnutt, Willa Cather, Henry James, Ernest Hemingway, William Faulkner, Flannery O’Connor, Raymond Carver, Maxine Hong Kingston, and Louise Erdrich are held together, the publication history of each text (the parts as well as the whole), the revisions made by both authors and editors, and the state of the literary profession at the time each was written.
An assistant professor of English at City University of New York’s LaGuardia Community College, Michelle Pacht researches how American authors use genre to explore notions of identity, history, and place. She contributed a chapter on Louise Erdrich’s Love Medicine to Cambridge Scholars Publishing’s 2007 text, Narratives of Community: Women’s Short Story Sequences.
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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