In this book, Colleen Conway looks at the construction of masculinity in New Testament depictions of Jesus. She argues that the New Testament writers necessarily engaged the predominant gender ideology of the Roman Empire, whether consciously or unconsciously. Although the notion of what constituted ideal masculinity in Greek and Roman cultures certainly pre-dated the Roman Empire, the emergence of the Principate concentrated this gender ideology on the figure of the emperor. Indeed, critical to the success of the empire was the portrayal of the emperor as the ideal man and the Roman citizen as one who aspired to be the same. Any person who was held up alongside the emperor as another source of authority would be assessed in terms of the cultural values represented in this Roman image of the "manly man."
Conway examines a variety of ancient ideas of masculinity, as found in philosophical discourses, medical treaties, imperial documents, and ancient inscriptions. Manliness, in these accounts, was achieved through self-control over passions such as lust, anger, and greed. It was also gained through manly displays of courage, the endurance of pain, and death on behalf of others. With these texts as a starting point, Conway shows how the New Testament writings approach Jesus' gender identity. From Paul's early letters to the Gospels and Acts, to the book of Revelation, Christian writings in the Bible confront the potentially emasculating scandal of the cross and affirm Jesus as ideally masculine. Conway's study touches on such themes as the relationship between divinity and masculinity; the role of the body in relation to gender identity; and belief in Jesus as a means of achieving amore ideal form of masculinity. This impeccably researched and highly readable book reveals the importance of ancient gender ideology for the interpretation of Christian texts.

The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music teachers, researchers, policy makers, and music teacher educators to take up that challenge. Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.

The author of 1 Timothy, 2 Timothy, and Titus argues in favor of a "traditional" Greco-Roman gender ideology: that because men and women are biologically different, they ought to behave differently in the family and society. His gender-specific beliefs carry over into his teachings for the house churches, where only free married men are eligible to serve as leaders, teachers, and preachers, while women are expected to take up the subordinate female domestic roles of wife, mother, and household manager. This volume encourages a deeper engagement with the difficult issues-gender, race, and power-raised by these letters. By studying the Pastoral Letters with our minds sharpened and our hearts turned toward a generous freedom, we can struggle most productively with the influences of their teachings, past and present, and we can create a future church and a future world that are more just, truly inclusive, and indelibly marked by God's grace. From the Wisdom Commentary series Feminist biblical interpretation has reached a level of maturity that now makes possible a commentary series on every book of the Bible. It is our hope that Wisdom Commentary, by making the best of current feminist biblical scholarship available in an accessible format to ministers, preachers, teachers, scholars, and students, will aid all readers in their advancement toward God's vision of dignity, equality, and justice for all. The aim of this commentary is to provide feminist interpretation of Scripture in serious, scholarly engagement with the whole text, not only those texts that explicitly mention women. A central concern is the world in front of the text, that is, how the text is heard and appropriated by women. At the same time, this commentary aims to be faithful to the ancient text, to explicate the world behind the text, where appropriate, and not impose contemporary questions onto the ancient texts. The commentary addresses not only issues of gender (which are primary in this project) but also those of power, authority, ethnicity, racism, and classism, which all intersect. Each volume incorporates diverse voices and differing interpretations from different parts of the world, showing the importance of social location in the process of interpretation and that there is no single definitive feminist interpretation of a text.

In this newly updated collection, a diverse roster of scholars place qualitative research in music education into its historical context, while providing readers with epistemological foundations and theoretical frameworks that can be applied to a range of teaching and learning contexts. Ethnography, phenomenology, case study, narrative, and practitioner inquiry are explored, as well as the emergence of mixed methods research in music education, rounding out a comprehensive overview of these qualitative research practices. Filled with cogent and practical insights from wide-ranging theoretical discourses, Approaches to Qualitative Research is a go-to guidebook for beginning research students and advanced practitioners alike. Approaches to Qualitative Research is the first of three paperback volumes derived from the original Oxford Handbook of Qualitative Research in American Music Education, which outlines the history of qualitative research in music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning.

In a newly updated paperback release, Collecting, Analyzing, and Reporting Data considers an array of strategies for working with qualitative data in American music education. Observations, interviews, focus groups, document analysis and music-making as data reveal unique potential to inform the field of music education. The capabilities of digital technologies to collect and analyze data, as well as the challenges they present, are examined in the context of an increasingly digitized American society. Guidance is provided to the researcher to understand their role and the ethical landscape they navigate. Collecting, Analyzing, and Reporting Data is the second of three paperback volumes derived from the original Oxford Handbook of Qualitative Research in American Music Education, which outlines the history of qualitative research in music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning.