This title was first published in 2002: Pamela Hammons' study contributes to the booming field of early modern women writers by contextualizing and analyzing a unique configuration of underexamined women's texts. By examining how 17th-century English women's composition of lyrics intersects significantly with the social experiences of the writers, the book challenges assumptions that have limited the study of early modern women's writing and reveals the power of lyrics in women's reconceiving or changing of their positions in society. Here Hammons reconsiders how generic conventions were employed as a means by which women writers could borrow from socially sanctioned poetic traditions to express potentially subversive views of their social roles as mothers, religious leaders, widows, and poets. Although the narrative concentrates on early modern lyrics, it also treats contemporary plays, epics, prose polemics, conversion narratives, religious treatises, newsbook articles, and Biblical texts in building its arguments. The study engages extensively with issues concerning manuscript and social texts in the context of print culture through the close examination of a variety of textual practices.
This book documents the emergence of doulas as care professionals in Italy, considers their training, practices, and representation, and analyses their role in national and international context. Doulas offer emotional, informational and practical support to women and their families during pregnancy, childbirth and the postpartum period. Pamela Pasian explores the development of this ‘new’ profession and how doulas are defining their space in the Italian maternity care system. Whilst doulas are gaining recognition they are also facing opposition. The book reflects on the conflicts and collaborations between doulas and midwives, as well as relations between different doula associations. Interweaving ethnography and autoethnography, it will be of interest to anthropologists, sociologists and those working in health and maternity care.
The complexity of the various forms of knowledge and practices that are encountered by teachers, university lecturers, teacher trainers, student teachers, policy makers and researchers, demands careful thought and reflection. Professional Knowledge in Music Teacher Education focuses on how knowledge is understood, what theories are held and the related assumptions that are made about teachers and learners, as well as how theory and practice can be understood, with useful and imaginative connections made between the two in music teacher education. Internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music as well as considering how all these elements are influenced by economic, cultural and social forces. The book demonstrates how research can inform pedagogical approaches in music teacher education; methods, courses and field experiences, and prepare teachers for diverse learners from a range of educational settings. The book will appeal to those interested in the development of appropriate professional knowledge and pedagogic practices in music teacher education.
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