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Women, Social and Cultural Change in Twentieth Century Ireland: Dissenting Voices?
Editor: Sarah O’Connor and Christopher C. Shepard
Date Of Publication: Jan 2008
Isbn13: 9781847184085
Isbn: 1-84718-408-1
Drawing from a range of disciplines, this book pivots around the central concept of women, social and cultural change in Ireland during the twentieth century. The interdisciplinary, inter-institutional nature of the work gathered here aims to challenge monolithic representations of Irish female identity. Utilising new sources and theoretical frameworks, the contributors to this volume expose women’s disparate political, social and cultural backgrounds, highlighting the concept of woman as a ‘site’ of exchange, overlap and variation. This collection represents not only the work of a vibrant research community but aims to make a lasting contribution to the study of women in twentieth century Ireland.
Sarah O’Connor is currently Assistant Professor of Celtic Studies in St. Michael’s College, University of Toronto. A former Government of Ireland Higher Education Authority Scholar, her doctoral dissertation was entitled ‘Women and Social Change in Twentieth Century Ireland: Bilingualism, Regionalism and Translation in Irish Women’s Writing, 1960-2006’. The central research focus of that dissertation was the concept of interstitiality, which is used to account for the creative and subversive role of bilingualism, regional dialect and translation in a variety of creative texts by Irish women. She was also one of the Irish-language researchers working on the Database of Irish Women Writers 1800-2005 funded by the Arts and Humanities Research Council and directed by Professor Gerardine Meaney (University College Dublin) and Professor Maria Luddy (University of Warwick).
Christopher Shepard was a Government of Ireland Higher Education Authority Scholar based at Queen’s University Belfast. His doctoral dissertation, entitled ‘Women activists and organisations in Ireland, 1945-68’, examined the role of non-feminist organisations in encouraging female activism and promoting social and legislative change in Ireland during the middle-decades of the twentieth-century. In his next project, he hopes to explore the lives and work of Irish Protestant women missionaries in the Far East, 1935-51.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
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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