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The World as a Global Agora: Critical Perspectives on Public Space
Editor: Larbi Touaf and Soumia Boutkhil
Date Of Publication: Nov 2008
Isbn13: 978-1-4438-0000-6
Isbn: 1-4438-0000-7
In the current postmodern reality where society is no longer viewed as a totality but as a collection of individual interests, public space both as a physical and symbolic space, has no determined contours and the public sphere is likely to take new forms. Yet as a crucial principle of democracy, public space will continue to feed discussions as long as models of participatory democracy represent the guarantor of good governance and the preservation of the public good. Ranging from architecture, sociology, to literary criticism and women and gender studies, the essays that compose this collection have as a common denominator the idea of public space as a vital aspect of public life in modern as well as in developing and traditional societies. Placing themselves beyond the relentless theoretical debates around the concept of public space, the authors agree that no matter what forms it takes, public space remains a fundamental aspect of even those societies that until recently were viewed as hermetically sealed. What emerges from the different perspectives included in this book is a general consensus that the symbolic value of the physical public space is grounded in the collective socio-political consciousness as the basis for a general sense of civic action.
Larbi Touaf and Soumia Boutkhil are assistant –Professors of English at Mohammed I University, Oujda, Morocco. Together, they have edited a number of books among which, La Violence à L’oeuvre (Montreal, Canada, 2002) Minority Matters: Literature, Theory, Society (Oujda, Morocco, 2005) and Representing Minorities: Studies in Literature and Ciriticism (UK, CSP, 2006).
Price Uk Gbp: 39.99
Price Us Usd: 59.99
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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