Bøger udgivet af TAYLOR & FRANCIS

This volume is a journey through musics that emerged at the turn of the 20th Century and were neither exclusively tonal nor serial. They fall between these labels as they are metatonal, being both with and after tonality, in their reconstruction of external codes and gestures of Common Practice music in new and idiosyncratic ways. The composers and works considered are approached from analytic, cultural, creative, and performance angles by musicologists, performers and composers to enable a deeper reading of these musics by scholars and students alike. Works include those by Frank Bridge, Ferruccio Busoni, Mikalojus Konstantinas ¿iurlionis, Rebecca Clarke, John Foulds, Percy Grainger, Mary Howe, Carl Nielsen, Franz Schreker, Erwin Schulhoff, Cyril Scott and Alexander Scriabin. In the process of engaging with this book the reader, will find an enrichment to their own understanding of music at the turn of the 20th Century.

This annotated anthology documents historical trends and basic findings regarding music in early childhood education, development, and care.

Music and Encounter at the Mediterranean Crossroads: A Sea of Voices explores the musical practices that circulate the Mediterranean Sea. Collectively, the authors relate this musical flow to broader transnational flows of people and power that generate complex encounters, bringing the diverse cultures of Europe, Africa, and the Middle East into new and challenging forms of contact. Individually, the chapters offer detailed ethnographic and historiographic studies of music's multifaceted roles in such interactions. From collaborations between Moroccan migrant and Spanish Muslim convert musicians in Granada, to the incorporation of West African sonorities and Hasidic melodies in the musical liturgy of Abu Ghosh Abbey, Jerusalem, these communities sing, play, dance, listen, and record their diverse experiences of encounter at the Mediterranean crossroads.

This collection offers a thorough treatment of the ways in which the verbal and visual semiotic modes interrelate toward promoting gender equality and social inclusion in children's picture books.Drawing on cutting-edge theoretical work in multimodality, including multimodal cognitive linguistics, multimodal discourse analysis, and visual social semiotics, the book expands on descriptive-oriented studies to offer a more linguistically driven perspective on children's picture books. The volume explores the choice afforded to and the lexico-semantic and discursive strategies employed by writers and illustrators in conveying representational, interpersonal, and textual meanings in the verbal and non-verbal components in these narratives in order to challenge gender stereotypes and promote the social inclusion of same-sex parent families.This book will be of particular interest to students and scholars in multimodality, discourse analysis, social semiotics, and children's literature.Chapters 1 & 8 of this book are freely available as downloadable Open Access PDFs under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

This collection critically considers the question of how learning and teaching should be conceived, understood, and approached in light of the changing nature of learning scenarios and new pedagogies in this current age of multimodal digital texts, practices, and communities.The book takes the concept of digital artifacts as being composed of multiple meaning-making semiotic resources, such as visuals, music, and design, as its point of departure to explore how diverse communities interact with these tools and develop and explore their understanding of digital practices in learning contexts. The first section of the volume examines different case studies in which involved participants learn to grapple with the introduction of digital tools for learning in children's early years of schooling. The second section extends the focus to secondary and higher education settings as digital learning tools grow more complex as do students, parents, and teachers' interactions with them and the subsequent need for new pedagogies to rethink these multimodal artifacts. A final section reflects on the implications of new multimodal tools, technologies, and pedagogies for teachers, such as on teacher training and community building among educators.In its in-depth look at multimodal approaches to learning as meaning-making in a digital world, this book will be of interest to students and scholars in multimodality, English language teaching, digital communication, and education.

Multilingual China explores the dynamics of multilingualism in one of the most multilingual countries in the world. This edited collection comprises frontline empirical research¿into a range of important issues that arise from the presence of 55 official ethnic minority groups, plus China's search to modernize and strengthen the nation's place in the world order.Topics focus on the dynamics of national, ethnic minority and foreign languages in use, policy making and education, inside China and beyond. Micro-studies of language contact and variation are included, as are chapters dealing with multilingual media and linguistic landscapes. The book highlights tensions such as threats to the sustainability of weak languages and dialects, the role and status of foreign languages (especially English) and how Chinese can be presented as a viable regional or international language.Multilingual China will appeal to academics and researchers working in multilingualism and multilingual education, as well as sinologists keen to examine the interplay of languages in this complex multilingual context.

This innovative collection examines key questions on language diversity and multilingualism running through contemporary debates in psycholinguistics and sociolinguistics.Reinforcing interdisciplinary conversations on these themes, each chapter is co-authored by two different researchers, often those who have not written together before. The combined effect is a volume showcasing unique and dynamic perspectives on such topics as multilingualism across the lifespan, bilingual acquisition, family language policy, language and ageing, language shift, language and identity, and multilingualism and language impairment. The book builds on Elizabeth Lanza's pioneering work on multilingualism across the lifespan, bringing together cutting-edge research exploring multilingualism as an evolving phenomenon at landmarks in individuals', families', and communities' lives.¿Taken together, the book offers a rich portrait of the different facets of multilingualism as a lived reality for individuals, families, and communities.This ground-breaking volume will be of particular interest to students and scholars in multilingualism, applied linguistics, sociolinguistics, and psycholinguistics.

This edited volume provides detailed analyses of multifunctional forms in English and offers hands-on approaches exemplifying relevant implications and useful applications to language and literacy educators in TESOL, ESL/EFL/EAL and research students in applied linguistics and education.The chapters cover: The multifunctionality of utterances in spoken and multimodal corpora, the multifunctionality of linguistic creativity in different genres, multifunctional pronouns in hard and soft sciences, and professional discourse in the university and secondary school contexts. The volume also offers a comparison of the multifunctionality of verbs between ESL textbooks, native written and spoken English corpora, and between ESL and L1 university students in writing a particular genre; comparisons of the multifunctionality of discourse markers between different registers and between L1 and L2 English speakers, as well as multifunctional metadiscourse markers in different disciplines and paradigms.With detailed analysis of authentic corpus data representing different varieties of English, specialized use in different contexts and disciplines, and practical teaching and learning applications, the volume bridges theory and practice, providing a creatively designed resource for students, educators and researchers looking to understand multifunctional forms in English.

Based in the philosophy of critical realism, this book employs a range of Margaret Archer's theoretical concepts to investigate temporal and spatial aspects of Norwegian education. Stemming from Archer's engagement as visiting professor from 2017 to 2019 in the Department of Education at UiT The Arctic University of Norway, the book explores a new area for critical realist theorizing by asking how different spatial contexts affect the workings of the system. The various chapters employ diverse sets of Archer's theoretical concepts; from morphogenetic cycles and the emergence of educational systems at the macro level, to the exercise of reflexivity among individual school leaders and students at the micro level. In contrast to the focus on educational homogeneity and similarity among Nordic and Scandinavian countries, and promotion of the conception of the 'Nordic Model', this book draws attention to differences between these nations as well as regional differences within Norway. As such, it will appeal to scholars with interests in education, sociology, critical realism, educational sciences and pedagogy, education history and political science as well those with a specific interest in the Nordic region.

This book examines what came to determine the local power and character of the Communist party-state at the level of the national non-Russian republics. It discusses how, although the Soviet Union looked centralised and monolithic to outsiders, local party-states formed their own fiefdoms and had very considerable influence over many policies areas within their republics. It argues that local party-states were shaped by two decisive relationships - to the central Communist party in Moscow and to local constituencies, especially to the local intelligentsia and the creative professions who constituted the local party-states' biggest potential adversaries. It shows how local party-states negotiated stability and their own survival, and contends that the effects of "Sovietisation" continue to be felt in the independent states which succeeded the republics, particularly in the field of the relationship with Moscow, which remains of immense importance to these countries.

Previous published by Routledge: London, 2006.

The COVID-19 pandemic resulted in a mass exodus of India's migrant workers from the cities back to the villages. This book explores the social conditions and concerns around health, labour, migration, and gender that were thrown up as a result of this forced migration.The book examines the failings of the public health systems and the state response to address the humanitarian crisis which unfolded in the middle of the pandemic. It highlights how the pandemic-lockdown disproportionately affected marginalised social groups - Dalits and the Adivasi communities, women and Muslim workers. The book reflects on the socio-economic vulnerabilities of migrant workers, their rights to dignity, questions around citizenship, and the need for robust systems of democratic and constitutional accountability. The chapters also critically look at the gendered vulnerabilities of women and non-cis persons in both public and private spaces, the exacerbation of social stratification and prejudices, incidents of intimidation by the administration and the police forces, and proposed labour reforms which might create greater insecurities for migrant workers.This important and timely book will be of great interest to researchers and students of sociology, public policy, development studies, gender studies, labour and economics, and law.

The contributors to this book investigate migration governance in Asia through a multilevel analysis, addressing its local, national and regional dimensions as well as placing it in the wider context of global migration governance.Core case studies include migration to and within Japan, the migration of Burmese and Tibetan refugees to India, and the Rohingya crisis in Myanmar. Evaluating the rules, norms and processes put in place by state and non-state actors to cope with international migration, the contributors focus especially on migration flows and the extent to which Asian cases are distinct from those elsewhere. This includes comparative cases from Europe and the United States to provide a comparative context for the analysis of Asia.A valuable resource for students and scholars of migration studies, especially those with a particular interest in Asia.

This edited collection on #MeToo activism challenges the overwhelming whiteness and straightness of #MeToo discourse and coverage. Using intersectional and decolonial frameworks and historical, archival, organizational and legal methods, these essays offer a rich exploration of #MeToo to understand how activism around sexualized violence reproduce and harm a wide variety of people.The swift and powerful arrival of #MeToo as a compilation of complaints about sexual misconduct (especially in the workplace) has created pressure to dive deeper into the history of sexual assault and abuse in the United States. #MeToo: A Rhetorical Zeitgeist answers the call for more complicated analyses of systemic sexual harassment and abuse with essays that are deeply concerned with the whiteness and heterosexuality of #MeToo coverage and media framing to understand how and why #MeToo began to capture the public's attention in 2017 against the backdrop of Donald J. Trump's presidential administration.These essays offer the first comprehensive study of the rhetorical politics of #MeToo. They tackle the complexities of sexual harassment, sexual violence and rape beyond white celebrity discourse to understand: how both violence and #MeToo activism affect transgender people; how #MeToo fails Black male victims of assault and rape; how Indian-American masculinity and comedy skirt sexual accountability; how the legal and affective precedent in the Supreme Court during the Kavanaugh hearings amplified concerns about sexual assault and rape; decolonial approaches to resisting sexualized violence from indigenous peoples; and narratives about assault from within the higher education community.The chapters in this book were originally published as a special issue of Women's Studies in Communication.