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The Notorious Georges
Boozy and boisterous. The Georges – the communities of South Fort George and Fort George that ultimately became Prince George – acquired a seedy reputation for a century, at times branded the dubious title of Canada’s “most dangerous city.” Is Prince George really such a bad lad? The Notorious Georges explores how the pursuit of respectability collided with caricatures of a riotous settlement frontier in its early years. Anxious about being marginalized by the provincial government and venture capitalists, municipal leaders blamed Indigenous and mixed-heritage people, non-preferred immigrants, and transient labourers for local crime. Jonathan Swainger combs through police and legal records, government publications, and media commentary to demonstrate that the disorder was not so different from the rest of the province – and “respectable” white residents were often to blame. This lively account tells us about more than a particular community’s identity. It also sheds light on small-town disaffection in modern Canada.
Conversations with Paul Bowles
Paul Bowles says: Each man's life has the quality he gives it, but you can't say that life itself has any qualities. If we suffer, it's because we haven't learned how not to. The man who wrote the books didn't exist. No Writer exists. He exists in his books, and that's all. I write unconsciously, without knowing what I am writing.
Teaching Music History with Cases
Teaching Music History with Cases introduces a pedagogical approach to music history instruction in university coursework. What constitutes a music-historical "case?" How do we use them in the classroom? In business and the hard sciences, cases are problems that need solutions. In a field like music history, a case is not always a problem, but often an exploration of a context or concept that inspires deep inquiry. Such cases are narratives of rich, complex moments in music history that inspire questions of similar or related moments. This book guides instructors through the process of designing a curriculum based on case studies, finding and writing case studies, and guiding class discussions of cases.
Trauma-Informed Pedagogy and the Post-Secondary Music Class
Trauma-Informed Pedagogy and the Post-Secondary Music Class explores the theory and practice of teaching and learning in a traumatized world and aims to support instructors in guiding students and walking with them through challenges that impact learning. With analysis contextualized within definitions of trauma, critical theoretical trauma studies, and clinical understandings of the causes and effects of trauma on the brain and nervous system, the book offers ways to empower faculty and students to build classrooms where it is safe enough to address the stress and trauma of learning. Bringing together a unique multidisciplinary group of contributors, this book includes perspectives from bot...
Teaching Difficult Topics
Teaching Difficult Topics provides a series of on-the-ground reflections from college music instructors working in a wide variety of institutional settings about their approaches to inclusive, supportive pedagogy in the music classroom. Although some imagine the music classroom to be an apolitical space, instructors find themselves increasingly in need of resources for incorporating issues of race and ethnicity, gender and sexuality, and historical trauma into their classrooms in ways that support student learning and safeguard their classroom communities. The teaching reflections in Teaching Difficult Topics examine difficult themes that fall into three primary categories: subjects that ins...
Paul Bowles
Shows that the writings of Paul Bowles, who is often seen as a literary renegade, owe much to the antinomian American tradition of Emerson and his literary descendants.
