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Violent Depictions: Representing Violence Across Cultures
Editor: Susanna Scarparo and Sarah McDonald
Date Of Publication: Jan 2007
Isbn13: 9781847180995
Isbn: 1-84718-099-X
Anything and everything may come under the rubric of violence in a society that is by and large addicted to the images of violence that are an inescapable part of contemporary reality. In the wake of recent international events, many have come to accept the perpetration of violence as morally acceptable and a just enterprise towards peace. But what is violence? How do we identify something or somebody as violent? Is violence justifiable? If so, under what circumstances? Violent Depictions addresses these and other questions on the role and nature of violence in a range of different national and historical contexts. Violent Depictions is a reflection on the relationship between violence and representation and includes a number of thematic categories such as youth violence in films, violence against women in literary and cinematic texts, gendered representations of terrorism, the violence of colonial encounters and of the remembering of institutionalised violence.
Susanna Scarparo is Cassamarca Senior Lecturer in Italian Studies at Monash University. Her publications include Elusive Subjects: Biography as Gendered Metafiction (Troubador 2005) and numerous articles on life writing, feminist theory, Italian Australian literature and contemporary Italian women writers. She is also the co-editor of Across Genres, Generations and Borders: Italian Women writing Lives (University of Delaware Press 2004). Sarah McDonald is Lecturer in Spanish and Latin American Studies at Monash University. She has published several articles on Brazilian cinema and is currently writing a book on gender and popular culture in Brazilian Cinema (forthcoming Tamesis).
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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