Pieter Verstraete – författare

Cathy Berberian (1925-1983) was a vocal performance artist, singer and composer who pioneered a way of composing with the voice in the musical worlds of Europe, North America and beyond. As a modernist muse for many avant-garde composers, Cathy Berberian went on to embody the principles of postmodern thinking in her work, through vocality. She re-defined the limits of composition and challenged theories of the authorship of the musical score. This volume celebrates her unorthodox path through musical landscapes, including her approach to performance practice, gender performativity, vocal pedagogy and the culturally-determined borders of art music, the concert stage, the popular LP and the opera industry of her times. The collection features primary documentation-some published in English for the first time-of Berberian’s engagement with the philosophy of voice, new music, early music, pop, jazz, vocal experimentation and technology that has come to influence the next generation of singers such as Theo Bleckmann, Susan Botti, Joan La Barbara, Rinde Eckert Meredith Monk, Carol Plantamura, Candace Smith and Pamela Z. Hence, this timely anthology marks an end to the long period of silence about Cathy Berberian’s championing of a radical rethinking of the musical past through a reclaiming of the voice as a multifaceted phenomenon. With a Foreword by Susan McClary.

This highly novel book provides an exploration of the role of silence in the school setting and interrogates the value of silence and quiet in contemporary educational practices, looking at pedagogies and classroom practice to guide this increasingly popular subdiscipline of the history of education.Arguably the first contribution written in English on the educational value of silence within the history of education more broadly, this book interrogates the way in which we encounter and label sounds and noises within the classroom, and the ways in which these have come to dictate relationships between teachers and pupils in our contemporary society. The chapters investigate sociocultural reasons for a Western problematization of silence and shyness of children, and the wider impact on class participation and treatment. The issues around children’s sense of identity and teachers’ authority are explored in relation to silence as a powerful tool for a progressive understanding of learning. Ultimately, the book will guide thinking around educational, acoustic surroundings and provide alternative vocabulary to talk about educational soundscapes and the real-term impact on our learning environments.Providing a novel and nuanced framework for studying schools as acoustic or sound spaces, the book will be of interest to researchers, scholars, and academics in the fields of history of education, curriculum studies, and the theories of learning more broadly.Translated by Emmeline Burdett on the basis of the original Dutch edition, Leuven University Press, 2022

This highly novel book provides an exploration of the role of silence in the school setting and interrogates the value of silence and quiet in contemporary educational practices, looking at pedagogies and classroom practice to guide this increasingly popular subdiscipline of the history of education.Arguably the first contribution written in English on the educational value of silence within the history of education more broadly, this book interrogates the way in which we encounter and label sounds and noises within the classroom, and the ways in which these have come to dictate relationships between teachers and pupils in our contemporary society. The chapters investigate sociocultural reasons for a Western problematization of silence and shyness of children, and the wider impact on class participation and treatment. The issues around children’s sense of identity and teachers’ authority are explored in relation to silence as a powerful tool for a progressive understanding of learning. Ultimately, the book will guide thinking around educational, acoustic surroundings and provide alternative vocabulary to talk about educational soundscapes and the real-term impact on our learning environments.Providing a novel and nuanced framework for studying schools as acoustic or sound spaces, the book will be of interest to researchers, scholars, and academics in the fields of history of education, curriculum studies, and the theories of learning more broadly.Translated by Emmeline Burdett on the basis of the original Dutch edition, Leuven University Press, 2022

How does the act of performance speak to the concept of commemoration? How and why does commemorative theatre operate as a conceptual, historical and political site from which to interrogate ideas of nationalism and nationhood? This volume explores how theatre and performance create a stage for acts of commemoration, considering crises of hate, nationalism and migration, as well as political, racial and religious bigotry. It features case studies drawn from across Europe, the Middle East, Asia, Africa and Latin America.The book’s four parts each explore commemoration through a different theoretical lens and present a new set of dramaturgies for research and study. While Section 1 offers a critical survey of 20th- and 21st-century discourses, Section 2 uncovers the commemorative practices underpinning contemporary dramaturgy and applies these practices to plays and performance pieces. These include works by Martin Lynch, Frank McGuinness, Sanja Mitrovic, Theater RAST, Les SlovaKs Dance Collective, Estela Golovchenko, Wajdi Mouawad, Áine Stapleton, CoisCéim, ANU Productions, Aubrey Sekhabi, and Indian and African dance practices. The final sections investigate how individual and collective memory and performances of commemoration can become tools for propaganda and political agendas.

How does the act of performance speak to the concept of commemoration? How and why does commemorative theatre operate as a conceptual, historical and political site from which to interrogate ideas of nationalism and nationhood? This volume explores how theatre and performance create a stage for acts of commemoration, considering crises of hate, nationalism and migration, as well as political, racial and religious bigotry. It features case studies drawn from across Europe, the Middle East, Asia, Africa and Latin America.The book’s four parts each explore commemoration through a different theoretical lens and present a new set of dramaturgies for research and study. While Section 1 offers a critical survey of 20th- and 21st-century discourses, Section 2 uncovers the commemorative practices underpinning contemporary dramaturgy and applies these practices to plays and performance pieces. These include works by Martin Lynch, Frank McGuinness, Sanja Mitrovic, Theater RAST, Les SlovaKs Dance Collective, Estela Golovchenko, Wajdi Mouawad, Áine Stapleton, CoisCéim, ANU Productions, Aubrey Sekhabi, and Indian and African dance practices. The final sections investigate how individual and collective memory and performances of commemoration can become tools for propaganda and political agendas.

Cathy Berberian (1925-1983) was a vocal performance artist, singer and composer who pioneered a way of composing with the voice in the musical worlds of Europe, North America and beyond. As a modernist muse for many avant-garde composers, Cathy Berberian went on to embody the principles of postmodern thinking in her work, through vocality. She re-defined the limits of composition and challenged theories of the authorship of the musical score. This volume celebrates her unorthodox path through musical landscapes, including her approach to performance practice, gender performativity, vocal pedagogy and the culturally-determined borders of art music, the concert stage, the popular LP and the opera industry of her times. The collection features primary documentation-some published in English for the first time-of Berberian’s engagement with the philosophy of voice, new music, early music, pop, jazz, vocal experimentation and technology that has come to influence the next generation of singers such as Theo Bleckmann, Susan Botti, Joan La Barbara, Rinde Eckert Meredith Monk, Carol Plantamura, Candace Smith and Pamela Z. Hence, this timely anthology marks an end to the long period of silence about Cathy Berberian’s championing of a radical rethinking of the musical past through a reclaiming of the voice as a multifaceted phenomenon. With a Foreword by Susan McClary.

This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.

Missionaries have been subject to academic and societal debate. Some scholars highlight their contribution to the spread of modernity and development among local societies, whereas others question their motives and emphasise their inseparable connection with colonialism. In this volume, fifteen authors--from both Europe and the Global South--address these often polemical positions by focusing on education, one of the most prominent fields in which missionaries have been active. They elaborate on Protestantism as well as Catholicism, work with cases from the 18th to the 21st century, and cover different colonial empires in Asia and Africa. The volume introduces new angles, such as gender, the agency of the local population, and the perspective of the child.This publication is GPRC-labeled (Guaranteed Peer-Reviewed Content).Contributors: Aditi Athreya (KU Leuven), Joseph Bara (Indian Institute of Dalit Studies), Mary Chepkemoi (Kenyatta University), Kim Christiaens (KADOC-KU Leuven), Maaike Derksen (Radboud Universiteit Nijmegen), Rinald D'Souza (KU Leuven), Carine Dujardin (KADOC-KU Leuven), Idesbald Goddeeris (KU Leuven), Gwendal Rannou (Universite Paris 1 Pantheon-Sorbonne), Parimala V. Rao (Jawaharlal Nehru University), Marleen Reichgelt (Radboud Universiteit Nijmegen), Lourens van Haaften (KU Leuven), Ellen Vea Rosnes (VID University), Pieter Verstraete (KU Leuven), Meng Wang (University of Sydney)

In the months and years immediately following the First World War, the many (European) countries that had formed its battleground were confronted with daunting challenges. These challenges varied according to the country's earlier role and degree of involvement in the war but were without exception enormous. The contributors to this book analyse how this was not only a matter of rebuilding ravaged cities and destroyed infrastructure but also of rebuilding people's damaged bodies and upended daily lives, and rethinking and reforming societal, economic and political structures. These processes took place against the backdrop of mass mourning and remembrance, political violence and economic crisis. At the same time, the postwar tabula rasa offered many innovative opportunities in various areas of society, from social and political reform to architectural design. The wide scope of postwar recovery is reflected in the different sections of this book: rebuild, remember, repair, and reform. It offers insights into the postwar era in Western European countries such as Belgium, France, Germany, Portugal, Spain, and Italy, as well as into how those efforts were perceived outside of Europe, for instance in Argentina and the United States.Free ebook available at OAPEN Library, JSTOR and ProjectMuseContributors: Helen Brooks (University of Kent), Dries Claeys (KU Leuven), Marisa De Picker (KU Leuven), Leen Engelen (LUCA/KU Leuven), Rajesh Heynickx (KU Leuven), John Horne (Trinity College Dublin), Maarten Liefooghe (Ghent University), Ana Paula Pires (Universidade Nova de Lisboa), Richard Plunz (Columbia University), Tammy Proctor (Utah State University), Pierre Purseigle (University of Warwick), Carolina Garcia Sanz (Universidad de Sevilla), Jan Schmidt (KU Leuven), Yves Segers (KU Leuven), Marjan Sterckx (Ghent University), Maria Ines Tato (Universidad de Buenos Aires), Pieter Uyttenhove (Ghent University), Joris Vandendriessche (KU Leuven), Luc Verpoest (KU Leuven), Pieter Verstraete (KU Leuven), Volker Welter (University of California), Kaat Wils (KU Leuven)