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Listening Across Borders: Musicology in the Global Classroom provides readers with the tools and techniques for integrating a global approach to music history—within the framework of the roots, challenges, and benefits of internationalization—into the modern music curriculum. Contributors from around the world offer strategies for empowering students to critique the economic, ideological, and political structures that propagate global challenges. Applicable in a variety of classroom settings, the internationalized teaching methods collected here suggest fruitful ways forward in a global age, in three parts: Creating Global Citizens Teaching with Case Studies of Intercultural Encounters Challenges and Opportunities In reevaluating the role of higher education in a cosmopolitan world, modern educators have come to question the limits of geographically defined canons, traditional curricular content, and other longstanding teaching approaches. Listening Across Borders places the music history classroom at the center of the conversation about internationalization in higher education, embracing pedagogies that develop the skillsets to become global citizens in a world where international cooperation is increasingly essential.
Listening Across Borders: Musicology in the Global Classroom provides readers with the tools and techniques for integrating a global approach to music history--within the framework of the roots, challenges, and benefits of internationalization--into the modern music curriculum. Contributors from around the world offer strategies for empowering students to critique the economic, ideological, and political structures that propagate global challenges. Applicable in a variety of classroom settings, the internationalized teaching methods collected here suggest fruitful ways forward in a global age, in three parts: Creating Global Citizens Teaching with Case Studies of Intercultural Encounters Challenges and Opportunities In reevaluating the role of higher education in a cosmopolitan world, modern educators have come to question the limits of geographically defined canons, traditional curricular content, and other longstanding teaching approaches. Listening Across Borders places the music history classroom at the center of the conversation about internationalization in higher education, embracing pedagogies that develop the skillsets to become global citizens in a world where international cooperation is increasingly essential.
This book asks what it takes for people to encounter one another ethically when practices, worldviews and imaginations clash. It engages over 40 contributors across geographies, disciplines, art forms and practices in a conversation that touches on topics ranging from the climate catastrophe to the disintegration of the welfare state and the erasure of certain bodies from public spaces. It is concerned with how these ‘big’ questions play out in ‘small’ everyday encounters in classrooms, rehearsal rooms, arts projects, charity events or city markets. The book’s polyphonic text does not present answers to its central questions in the way a typical research publication might do. Instead, it creates a flow and invites the reader to join a conversation. By refusing to deliver an argument, the book opens new possibilities for relating to others in the academy and arts. This book is open access under a CC BY ND licence.
EU Cross-Border Commercial Mediation' is a book which focuses on the European Union?s (EU?s) continued efforts to encourage the use of cross-border mediation and examines why such efforts have had a limited impact. It does so by drawing on rare, and at times surprising, detailed insights from the in-house counsel of multinational companies regarding their use of EU cross-border commercial mediation. By viewing mediation through the disputants? perspective, new and important findings regarding why disputants do, and do not, use cross-border mediation have emerged. While these findings are of primary relevance to EU policy and practice, they have implications far beyond the EU context at a time of increasing international interest in cross-border mediation.
While work in theology and religious studies by scholars in Latin America and by Latino/a scholars in the United States has made substantial contributions to the current scholarship in the field, there are few projects where scholars from these various contexts are working together. Across Borders:Latin Perspectives in the Americas Reshaping Religion, Theology, and Life is unique, as it brings leading scholars from both worlds into the conversation. The chapters of this book deal with the complexities of solidarity, the intersections of the popular and the religious, the example of Afro-Cubanisms, the meaning of popular liberation struggles, Hispanic identity formation at the U.S. border, and the unique promise of studying religion and theology in the tensions between North and South in the Americas.
How can new and experienced teachers rethink the ways of teaching and learn to embrace and learn from the diversity they encounter among their students? Rather than preparing teachers to follow prescriptions or blueprints, Katherine Schultz suggests that we show them how to attend to and respond to the students they teach. In this book, she offers a conceptual framework for "deep listening," illustrating how successful teachers listen for the particularities of individual students, listen for the rhythm and balance of the whole class, listen for the broader contexts of students' lives, and listen for silence and acts of silence. Listening in this manner brings together knowledge of individual students, an understanding of a student's place within the classroom, and mastery of subject matter and pedagogy. This volume features compelling case studies that reveal the classroom lives of teachers who are exemplary listeners.
The popularization of radio, television, and the Internet radically transformed musical practice in the Asia Pacific. These technologies bequeathed media broadcasters with a profound authority over the ways we engage with musical culture. Broadcasters use this power to promote distinct cultural traditions, popularize new music, and engage diverse audiences. They also deploy mediated musics as a vehicle for disseminating ideologies, educating the masses, shaping national borders, and promoting political alliances. With original contributions by leading scholars in anthropology, ethnomusicology, sound studies, and media and cultural studies, the 12 essays this book investigate the processes of broadcasting musical culture in the Asia Pacific. We shift our gaze to the mechanisms of cultural industries in eastern Asia and the Pacific islands to understand how oft-invisible producers, musicians, and technologies facilitate, frame, reproduce, and magnify the reach of local culture.
Educating Across Borders is an ethnography of the learning experiences of transfronterizxs, border-crossing students who live on the U.S.-Mexico border, their lives spanning two countries and two languages. Authors María Teresa de la Piedra, Blanca Araujo, and Alberto Esquinca examine language practices and funds of knowledge these students use as learning resources to navigate through their binational, dual language school experiences. The authors, who themselves live and work on the border, question artificially created cultural and linguistic borders. To explore this issue, they employed participant-observation, focus groups, and individual interviews with teachers, administrators, and staff members to construct rich understandings of the experiences of transfronterizx students. These ethnographic accounts of their daily lives counter entrenched deficit perspectives about transnational learners. Drawing on border theory, immigration and border studies, funds of knowledge, and multimodal literacies, Educating Across Borders is a critical contribution toward the formation of a theory of physical and metaphorical border crossings that ethnic minoritized students in U.S. schools must make as they traverse the educational system.
As leaders, our ability to truly listen and understand our team members is essential for fostering a culture of trust, open communication, and collaboration. In this subchapter, we will explore the pivotal role that listening plays in effective leadership and how it can enhance employee engagement, productivity, and overall team dynamics. Active listening goes beyond simply hearing words; it involves being fully present, empathetic, and attentive to the speaker's message. By actively listening, leaders can gain valuable insights into the needs, concerns, and motivations of their team members. This understanding allows leaders to make informed decisions, provide meaningful support, and create an environment where individuals feel valued and heard.
The legacies of borders are far-reaching for Indigenous Peoples. This collection offers new ways of understanding borders by departing from statist approaches to territoriality. Bringing together the fields of border studies, human rights, international relations, and Indigenous studies, it features a wide range of voices from across academia, public policy, and civil society. The contributors explore the profound and varying impacts of borders on Indigenous Peoples around the world and the ways borders are challenged and worked around. From Bangladesh’s colonially imposed militarized borders to resource extraction in the Russian Arctic and along the Colombia-Ecuador border to the transportation of toxic pesticides from the United States to Mexico, the chapters examine sovereignty, power, and obstructions to Indigenous rights and self-determination as well as globalization and the economic impacts of borders. Indigenous Peoples and Borders proposes future action that is informed by Indigenous Peoples’ voices, needs, and advocacy. Contributors. Tone Bleie, Andrea Carmen, Jacqueline Gillis, Rauna Kuokkanen, Elifuraha Laltaika, Sheryl Lightfoot, David Bruce MacDonald, Toa Elisa Maldonado Ruiz, Binalakshmi “Bina” Nepram, Melissa Z. Patel, Manoel B. do Prado Junior, Hana Shams Ahmed, Elsa Stamatopoulou, Liubov Suliandziga, Rodion Sulyandziga, Yifat Susskind, Erika M. Yamada