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Totalitarianism and Literary Discourse: 20th Century Experience
Editor: Irma Ratiani
Date Of Publication: Dec 2011
Isbn13: 978-1-4438-3445-2
Isbn: 1-4438-3445-9
The collection Totalitarianism and Literary Discourse represents selected proceedings from the conference, Totalitarianism and Literary Discourse: 20th Century Experience, held in Tbilisi, Georgia, in October 2009. The Tbilisi conference pioneered scholarly inquiry into post-Soviet space, which evaluated political and cultural realia, emphasizing the challenges facing literature and culture in totalitarian strangleholds, various kinds of ideological diktat, their possible forms and consequences. The Soviet type of totalitarianism was especially accentuated. Decades after the collapse of the Soviet Union, full comprehension of the process of Sovietization has become possible, and in the field of literary studies scholars have worked on a number of issues: assessing conceptual and motivational models of Soviet-period texts; demonstrating the reaction of literary discourse to intellectual terror and systematizing alternative models offered by anti-Soviet discourse; exhibiting the myths and stereotypes of the totalitarian epoch; and classifying literary genres. The collection Soviet Totalitarianism and Literary Discourse has gathered papers by scholars from almost all of the post-Soviet states, as well as of some other countries. It is a first attempt to solve the above-mentioned issues and offers a wide array of questions.
Irma Ratiani is Professor at the Ivane Javakhishvili Tbilisi State University, Chairperson of the Department of General and Comparative Literary Studies, Director of the Shota Rustaveli Institute of Georgian Literature and President of the Georgian Comparative Literature Association. Her research interests include literary theory, and comparative literature in a wider cultural context. She is the author of several monographs, books, textbooks and over 70 articles. For more information, please visit www.irmaratiani.ge
Price Uk Gbp: 54.99
Price Us Usd: 82.99
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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