Documents found
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241.More information
This article explores the cultural and ideological assumptions underlying the principle metaphors forged during the last forty years by English-Canadian and Québécois scholars of Comparative Literature and Literary Translation Studies in an attempt to portray the relationship between Canada's two “founding” literatures. It argues that such assumptions are partially responsible, on the one hand, for the difficulty these two disciplines have had in defining their respective boundaries and, on the other hand, for the “territorial” tensions that have constantly threatened their autonomy, indeed their very existence, both in Canada and elsewhere. In this perspective, particular attention is given to the “perverse effects” produced by many of these metaphors which, insofar as they tend to occult cultural diversity and difference, are unable to account for the current complexity of cultural borders and interdisciplinary relations, especially in the context of multilingual occidental societies. In an effort to overcome these shortcomings, the non-metaphorical concept of “poaching” recently defined by Québec critic Simon Harel is introduced as a more appropriate tool for describing—and maintaining—the creative conflictuality so vital to the survival of contiguous cultural and disciplinary spaces.
Keywords: traductologie et littérature comparée, interdis-ciplinarité, métaphores de la traduction, traduction dans les sociétés plurilingues contemporaines, traduction littéraire au Canada, Translation Studies and Comparative Literature, interdisciplinarity, metaphors for translation, literary translation in contemporary multilingual societies, literary translation in Canada
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242.More information
SummaryThis article sets out to examine the influence of feminist teaching and research programs in sociology at the university. After defining feminism as a form of the sociology of knowledge and as a social movement, the author underlines not only the pitfalls inherent in such an undertaking but also the profound changes that it has given rise to at the present time within the university as an institution, within sociology as a discipline, and in professional relations. The author concludes that the professional activity of feminist sociologists at the university is an integral part of the women's movement.
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243.More information
The introduction of the Education for the environment in Algeria is connected with an institutional education strategy for the lasting environment and development (Education for the Environment and Sustainable Development, EEDD). Within the framework of this strategy, human and material means were mobilized. However, this introduction did neither represent a moment to reconsider the polytechnical orientation of the school nor to rearrange the utilization of time and to distribute the contents of the textbooks better. For example, much before the establishment of the national strategy of EEDD, the incorporation of a subject called "Environment studies" at the beginning of the years of 2000 has not included significantly the utilization of time. We have also analyzed sensible textbooks translating the objectives of the EEDD such as defined in the agreement signed in 2002 between the ministries of environment and national education for the introduction of the Education for the environment. The analysis has utilized four catagories of items, namely "Nature, Ecology, Life", "Health, Culture, Family, Education", "Pollution, Threats", "Measures of protection and reorganization". Quantitatively, the obtained results indicate a significant change with regard to the previous textbooks examined by Remki, Clément, and Khemmar (2000). Nevertheless, the subjects connected with the environment are not always problematized qualitatively. Furthermore, the textbooks are divided into two large categories as far as the question of problematization is concerned : the normative and prescriptive textbooks and the descriptive and explicative textbooks. In the first type, we find the textbooks of religious and civic education and in the second one, the textbooks of scientific/technological education and of geography. The second category offers better pedagogical possibilities, particularly for the implication of the teachers and pupils/students.
Keywords: environnement, éducation, manuels scolaires, problématisation, pédagogie, implication, environment, education, textbooks, problematization, pedagogical, implication
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248.