Faculty of Education Professor Shelley Griffin’s co-edited collection entitled Traumas Resisted and (Re)Engaged: Inquiring Into Lost and Found Narratives in Music Education was recently launched in Dublin, Ireland, at the 9th International Conference on Narrative Inquiry in Music Education.
Originally published in December 2023, the collection was co-edited by Nasim Niknafs, Associate Professor at University of Toronto Faculty of Music and published by Springer Nature.
The collection draws on the research work Griffin has been engaged with over the last four years, uniquely merging the field of trauma studies and narrative inquiry in music education.
Currently, there is a special offer to receive 20% off the printed book or eBook by entering the following coupon code at checkout to apply discount (valid May 22, 2024 – Jun 19, 2024):
Coupon code: q0qUqLwAhuPQBd
For more information or to download the coupon code, please see the PDF.
About this book:
This book focuses on the traumatic experiences within and through music that individuals and collectives face, while considering ways in which they (re)engage with their traumas in educational settings. The chapters delve into the physical, psychological, philosophical, sociological, and political aspects, as they relate to the reciprocal influences of trauma on musical practices and education. Readers are immersed in topics related to societal violence, physical injuries, grief, separation, loss, death, and ways of working through these in educational and artistic situations. In the introductory chapter, the co-editors draw attention to theoretical matters related to trauma through narrative inquiry in music education. The first section of the book, Separation Revisited, brings together notions of separation, focusing on how loss is emotionally and physically manifested when death, grief, and bodily injury are experienced. In the second section, (Re)Engaging with Lost and Found, readers are encouraged to imagine new possibilities considering trauma and loss in educational and musical spaces. These pieces offer deliberate ruminations moving the discourse toward (re)engagement in and through music education and artistic contexts. The co-editors conclude the book by drawing attention to narrative inquiry’s double-edged nature in stories of trauma and how the retelling of lost and found narratives offers a way to imagine lives otherwise—lives not smothered by grief and horror—through the conceivable reliving of unfathomable stories of experience. This book emerges from the 7th International Conference on Narrative Inquiry in Music Education (NIME7), October 2020, co-hosted by Brock University, Faculty of Education and the University of Toronto, Faculty of Music, Ontario, Canada.
