The final chapter of the book opens with the following bold statement
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Bog'liqMuslim women and sport
The final chapter of the book opens with the following bold statement: The UK has much to be proud of in relation to its music education. Provision is arguably the best in the world. . . . The key to its success is the regular provision of general music classes and extra-curricular instrumental tuition in primary and second- ary schools on a weekly basis, delivered by well-qualified and enthusiastic teachers, supported by extensive opportunities for learners to participate in a wide range of dif- ferent types of musical groups in schools and music centres. (p. 329) I echo these sentiments. Music education in the UK is, in my opinion, world leading. This book provides evidence for that claim. Its publication comes at a critical time. Music’s place as a National Curriculum subject is under threat (and seems likely to be lost); the insensitive imposition of the EBacc on schools has resulted in the marginalisation of many arts subjects in Key Stage 4 (with likely knock-on effects at Key Stage 5 and beyond in future years); the provision of instrumental music services is increasingly fragile as local authorities make difficult decisions about budgets; universities are fighting hard to maintain their broad pro- vision of courses, with many worrying about the future of the arts there. On top of all this, the number of music teachers being trained in our initial teacher education courses has been slashed by 48% this year. For all these reasons, and probably many others, the future of music education in the UK is under severe threat. The publication of this book came too soon to identify these threats in detail. However, it does provide a valuable resource for all those fighting to maintain music education within the UK. The book closes as fol- lows: The music education opportunities that now exist across the UK represent a most valuable resource that must be preserved and developed as part of any long-term strategy relating to quality of life for all. (p. 346) ‘For all’ is the key phrase here. This book argues clearly for every child’s enti- tlement to a coherent, systematic and developmental music education. Music edu- cation in the UK is not perfect. But it does try to give this quality experience to every child. There is much at stake. Read this book and fight. Jonathan Savage Institute of Education, MMU Ó 2011, Jonathan Savage DOI: 10.1080/01411926.2011.578730 Muslim women and sport Tansin Benn Gertrud Pfister amd Haifaa Jawad (Eds), 2011 New York and London, Routledge, $168, 278 pp. ISBN 978-0-415-49076-4 Writing this review following months of uprisings in a number of predominantly Islamic countries, and on the day after the killing of Osama bin Laden was announced, it is clear that the world can change quickly and that much of this 888 Book reviews book may have rapidly become out of date. If so, it deserves better. With regime, social and cultural change, both potential and real, in so many countries in such a short period, the point made in many of the chapters, that radicalisation follows unrest and tends to result in things becoming worse for women, suggests that we can anticipate that sport and other social activities will become even more difficult for many Muslim women to engage in and enjoy. Overall, I found this book to be interesting and informative on one hand and a little frustrating on the other. It provides a first account of sport for Muslim women in a range of countries, written mainly by collaborating Muslim women who in doing so are being very ‘brave’. However, courage in one political and cultural setting is not the same as in another, and while the reasons for it are understood, the lack of significant political critique and of real engagement with feminist and gender philosophies/studies in most chapters, and the formulaic nat- ure of particularly the chapters on national perspectives, limits the interest and therefore usefulness of the book for a wider audience. From the editors’ point of view this comment will no doubt position the reviewer as adopting ‘an ethno- centric position that fails to recognise the lens through which such work is cre- ated’ (p. 4). However, it is possible to recognise that lens, and the process of keeping all contributors safely on board, but at the same time to be aware of an elephant in the room. Further, it seems significant that almost all of the women Download 29.73 Kb. Do'stlaringiz bilan baham: |
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