Home - Cambridge Scholars Publishing

Voices and Silence in the Contemporary Novel in English
Editor: Vanessa Guignery
Date Of Publication: Sep 2009
Isbn13: 978-1-4438-1247-4
Isbn: 1-4438-1247-1
This volume examines the various processes at work in expressing silence and excessive speech in contemporary novels in English, covering the whole spectrum from effusiveness to muteness. Even if in the postmodern episteme language is deemed inadequate for speaking the unspeakable, contemporary authors still rely on voice as a mode of representation and a performative tool, and exploit silence not only as a sign of absence, block or withdrawal, but also as a token of presence and resistance. Logorrhoea and reticence are not necessarily antithetical as compulsive verbosity may work as a smokescreen to sidestep the real issues, while silences and gaps may reveal more than they hide. By submitting their texts to both expansion and retention, hypertrophy and aphasia, writers persistently test the limits of language and its ability to make sense of individual and collective stories. The present volume analyses the complex poetics of silence and speech in fiction from the 1960’s to the present, with special focus on Will Self, Graham Swift, John Fowles, Kazuo Ishiguro, Jenny Diski, Lionel Shriver, Michèle Roberts, Margaret Atwood, Jonathan Safran Foer, Salman Rushdie, Arundhati Roy, Zadie Smith, Jamaica Kincaid, Ryhaan Shah and J.M. Coetzee.

Vanessa Guignery is Professor of Contemporary English Literature and Postcolonial Literature at the École Normale Supérieure in Lyon (France). She is the author of several books and essays on the work of Julian Barnes, including The Fiction of Julian Barnes (Macmillan, 2006), and Conversations with Julian Barnes (Mississippi Press, 2009), co-edited with Ryan Roberts. She has published a monograph on B.S. Johnson (Sorbonne UP, 2009) as well as articles on Jeanette Winterson, David Lodge, Jonathan Coe, Alain de Botton, Michèle Roberts, Arundhati Roy and Anita Desai.

Price Uk Gbp: 39.99
Price Us Usd: 59.99

Sample pdf (including Table of Contents)

We recommend

Language and Literature
Middle-earth and Beyond: Essays on the World of J. R. R. Tolkien

History
Arctic Discourses

Education
The Supportive School: Wellbeing and the Young Adolescent

Interesting reviews

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