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Treat or Trick? Halloween in a Globalising World
Editor: Hugh O’Donnell and Malcolm Foley
Date Of Publication: Feb 2009
Isbn13: 978-1-4438-0153-9
Isbn: 1-4438-0153-4
In 1999 the French bishops condemned the celebration of Halloween in France. In 2003 the Moscow Department of Education recommended the banning of Halloween celebrations in all educational institutions under its control. In 2008 a group of Catalan intellectuals launched an internet petition against the Halloween celebrations organised by the Port Aventura theme park, arguing that they were detrimental to long-standing Catalan traditions associated with 31 October. In the meantime children and young people all over Europe—and increasingly adults—are energetically adopting and adapting the American version of Halloween as a source of fun, community building and general revelry. So are we all being tricked by rampant cultural imperialism, or responding creatively to the arrival of Halloween as a welcome onset-of-winter treat? This book, which arose out of the first-ever conference on the topic of Halloween held in Glasgow, Scotland, on 31 October 2006, brings together a series of studies examining the phenomenon of Halloween from a wide range of perspectives: its origins; the ways in which it is now and has been in the past celebrated in the British Isles; its spectacular arrival in both Eastern and Western Europe over the last two decades; its links with tourism; and its multifaceted presence in the media. What emerges is a phenomenon of astonishing complexity, characterised by multiple meanings and intense battles over ownership.
Malcolm Foley is Professor of Leisure Development at Glasgow Caledonian University, specialising in the study of Dark Tourism and the cultural meanings of large-scale festivities.
Hugh O’Donnell is Professor of Language and Popular Culture at Glasgow Caledonian University, specialising in the cross-cultural analysis of a wide range of popular-cultural products.
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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