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Voices: Postgraduate Perspectives on Inter-disciplinarity
Editor: Kathryn Vincent and Juan Fernando Botero-Garcia
Date Of Publication: Sep 2011
Isbn13: 978-1-4438-3183-3
Isbn: 1-4438-3183-2
Voices: Postgraduate Perspectives on Inter-disciplinarity was created out of a compilation of papers presented at the University of Aberdeen’s annual College of arts and Social Sciences Postgraduate Conference, more widely known as Moving Forward. This conference reached its sixth year in 2009. Both the conference and proposed collection incorporate the colleges of Divinity, History and Philosophy; Education; Language and Literature; Law; Social Sciences; Music and Business. Moving Forward is an annual event, sponsored by the College of Arts and Social Sciences, University of Aberdeen, and the Roberts Fund. Given the variety of papers received for, and the number of disciplines involved in this project, it was deemed that a theme of “voice” would be particularly appropriate. This theme attempts to incorporate the interdisciplinary approach taken both within the selection of papers, and within the papers themselves. Voice is approached in a variety of manners, not only referring to the sound produced from the human vocal cords, or the literary tool of an author, but also through the works of a musical artist, or by using unique research methods to understand the perspectives of those lacking a public voice. This work seeks to demonstrate an entire range of what voices may do, and how they are experienced.
Kathryn Vincent is a Doctoral Candidate and Research Assistant in the Sociology Department at the University of Aberdeen in Scotland. She was on the committee of the Moving Forward conference in 2008, 2009, and now is a co-ordinator for the 2011 committee. She participated as a section editor for the previous publication of the 2008 conference papers entitled Perspectives on Power: An Inter-Disciplinary Approach, published by Cambridge Scholars Publishing.
Juan F. Botero-García is a PhD Candidate in Political Studies and Teaching Assistant in the Department of Politics and International Relations at the University of Aberdeen in Scotland. Born in Colombia, Mr Botero-García holds an MRes in Anthropology and Political Studies from the University of Aberdeen. He was on the committee of the sixth Annual Postgraduate Conference of the School of Social Science, and was involved in the selection of abstracts for the ECPR Graduate Student Conference, Dublin 2010.
Price Uk Gbp: 49.99
Price Us Usd: 74.99
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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