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Impossible Worlds, Impossible Things: Cultural Perspectives on Doctor Who, Torchwood and The Sarah Jane Adventures
Editor: Ross P. Garner, Melissa Beattie and Una McCormack
Date Of Publication: May 2010
Isbn13: 978-1-4438-1960-2
Isbn: 1-4438-1960-3
The successful regeneration of Doctor Who in the twenty-first century has sparked unprecedented popular success and renewed interest within the academy. The ten essays assembled in this volume draw on a variety of critical approaches—from cultural theory to audience studies, to classical reception and musicology—to form a wide-ranging interdisciplinary discussion of Doctor Who, classic and new, and its spin-off series, Torchwood and The Sarah Jane Adventures. With additional contributions from Andrew Pixley, Robert Shearman, Barnaby Edwards, and Matt Hills, the volume is intended to be accessible to everyone, from interested academics in relevant fields to the general public.
Ross P. Garner is a PhD candidate at Cardiff University researching the construction of discourses of nostalgia within twenty-first century British time-travel television dramas.
Melissa Beattie is a postgraduate research student at Cardiff University. Her areas of study cover a range of disciplines including ancient history and popular culture. Una McCormack is a writer. Her novel Doctor Who: The King’s Dragon, featuring the eleventh Doctor, is published by BBC Books (2010).
Price Uk Gbp: 39.99
Price Us Usd: 59.99
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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