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Xue-guanhua 學官話: A Ryūkyūan Source of Language Education
Author: Dániel Z. Kádár
Date Of Publication: Jul 2011
Isbn13: 978-1-4438-2950-2
Isbn: 1-4438-2950-1
The Sino-Japonic manuscript Xue-guanhua/Gaku-kanwa 學官話 (Learning Mandarin Chinese), compiled for students from the Ryūkyū Kingdom, is a noteworthy historical Chinese educational source. It represents historical cross-cultural interactions between Okinawan residents in China and the locals in a wide variety of speech situations, and as such it is one of the few historical cross-cultural sources available on Chinese communication and social behaviour. Along with revealing norms of historical Chinese communication, Xue-guanhua provides a vivid description of Chinese social and cultural customs. The present volume, which provides a detailed introduction and annotated translation of Xue-guanhua, is relevant not only to researchers but also to readers with interest in Chinese and Okinawan language and culture.
Dániel Z. Kádár is a Research Fellow at the Department of Oriental Studies in the Research Institute for Linguistics, Hungarian Academy of Sciences. He has been carrying out research into historical pragmatics, intercultural communication and Sino–Japanese studies. His most recent publications include Politeness in Historical and Contemporary Chinese (with Y. Pan; London: Continuum), Historical Chinese Letter Writing (London: Continuum), Politeness in East Asia (edited with S. Mills; Cambridge: Cambridge University Press), and Politeness in China and Japan (with M. Haugh; Amsterdam: John Benjamins).
“The present book serves as a sourcebook of Chinese historical pragmatics, for language use before modernization, a guide on Chinese etiquette, morale and mores, a testimony to international contact in pre-modernity, and, due to English translation, as an excellent Chinese as a Foreign Language textbook for speakers of English. More than anything else, however, the Ryūkyūan–Chinese relationship comes alive in this book . . . I must confess to envying Dániel Kádár for the excellent philological work he has done with this translation and publication.”
—Patrick Heinrich, Dokkyo University
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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