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Tomorrow through the Past: Neal Stephenson and the Project of Global Modernization
Editor: Jon Lewis
Date Of Publication: Oct 2006
Isbn13: 9781847180612
Isbn: 1-84718-061-2
Tomorrow Through the Past: Neal Stephenson and the Project of Global Modernization is the first collection of scholarly essays dedicated exclusively to this important voice in contemporary American fiction. The collection grew from five essays originally presented at the 2006 XXth Century Literature Conference at the University of Louisville, and the contributors are made up of graduate students, independent scholars, and university professors who hope the collection will aid general readers as well as instructors teaching Stephenson and professionals building the critical response to his work. Reading through the lenses of history and linguistic, cultural, and science fiction studies, the essays in the collection examine each of Stephenson’s novels from The Big U to The Baroque Cycle as well as his long non-fiction work on computer operating systems, In the Beginning … Was the Command Line. Included in this collection is a new interview conducted with Stephenson during the summer of 2006.
Jonathan P. Lewis is an Assistant Professor in the Department of English, Theatre, and Languages at the University of North Carolina at Pembroke. He teaches composition, film, and modern and contemporary literature. He has published on J.D. Salinger and other writers; this is first work as a general editor.
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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