Documents found
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Abstract« Le don et l'abandon » : the Trace of Translation in the Stainless Writing of the Concept — This paper questions the ascendancy of the concept over the realm of expression and meaning. The impossibility which threatens the requirement of translation as vector of meaning assigns it rather as a creative agent of sense in a dimension whose open-ending, virtually infinite, is closely related to the finiteness of the human being. This is the limit of the concept and the starting-point of any poetics in its transgression of the normativity implied in language processing. This is also the frontier which is explored by translation, exceeding by the way the ancillary function of preserving the univocity of reference between a source-language and a target-language. Translation is essentially "performative" : it generates sense. The universal dimension of this performance is not regulated by the unity of the concept, but opened by the uniqueness of form, the one which emerges from the incompleteness of a singular language called for in its relation to the foreign. Translation has not to communicate something, but to reveal the very essence of communicability.
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AbstractHebrew Translations of Palestinian Literature — From Total Denial to Partial Recognition — The present paper describes Hebrew translations of Palestinian literature written in the West Bank and Gazza Strip and the Palestinian diaspora and their gradual progress from total denial to partial recognition within the Hebrew cultural polysystem. The preface is followed by three sections: the attitude of Israeli Hebrew culture to translations from Palestinian literatures from the 1950s up to the present against the historical background of the Israeli-Palestinian conflict; the publication of translations of particular works by particular writers; Hebrew stage performances of adaptations of translated Palestinian literature.
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365.More information
AbstractThis paper explores the writing of Haitian writer Edwige Danticat from a perspective of (im)migration and translation which is different from that elaborated by Eva Hoffman in Lost in Translation. By contrasting the traumas suffered by both authors and the way they deal with it, different conclusions can be reached concerning the theory of self they propose. Hoffman is resigned to translate herself in order to fit into the American context but never gets over the loss of her Polish self. Danticat, who realizes upon her arrival in New York that she was already a translated being, delves into the Haitian collective past for the creation of fictional characters who find in the translation of their selves the strength to live in two languages and two cultures without abandoning their personal and collective past.
Keywords: Haitian Diaspora, immigration, trauma, translation, self, Diaspora haïtienne, immigration, traumatisme, le moi
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AbstractGay Community, Gay Identity and the Translated Text — In this paper, the author explores the multiple intersections of the notion "gay community" and "gay identity" with the problematic of translation. First, the notions of "community" and "identity" themselves are explored for their theoretical, political and personal ramifications for the gay subject. It is argued that the two notions engage in a constant process of redefinition in relation to each other and, in particular, that they can be seen to overlap if their respective concrete/imagined and internal/external dimensions are taken account of. The author goes on to suggest how translated literature represents a crucial site for the gay person's elaboration of a distinct subjectivity. Then, an example (Spanish-English) is given of a text whose exploration of emerging gay selfhoof is enhanced in translation. Finally, a passage (English-French) is studied in its source and target versions in order to identify the pressures that different cultural conceptions of sexual identity bring to bear upon textual products.
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367.More information
AbstractEducation is defined as the exercise of power. This perspective, according to the author, develops and becomes necessary both as the conclusion to existing research and as a rupture with the most familiar approaches. In the first part, he attempts in particular to show by the study of four research themes (education and social class, political socialization, education and economy, and bureaucratic and organizational aspects of schools), how the use of the notion of power is necessary as a condition for renewing the sociological analysis of education. In the second part, a discussion of the theoretical notions of power and an application of these notions to educational interaction permit the author to conclude that pedagogical relationships are indeed power relationships. Since this is only a first step in the exploration of the perspective adopted to begin with, the author indicates in conclusion how the theories on the structure of power could help in further research on pedagogical power.
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368.More information
While best known as a composer, Cherney has also been active in music scholarship. His doctoral thesis in musicology was on German music criticism during the Weimar era, but in his later career he has made important and timely interventions into Canadian music studies. Among his publications are articles on John Weinzweig and Pierre Mercure, as well as a monograph on Harry Somers, who is the subject of his ongoing research. His course on Canadian music at McGill University has introduced many students to the serious study and understanding of composed music in Canada. This article considers Cherney's music scholarship and speculates on how this work may have had an impact upon his creative activities as a composer.
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This study examined an online professional development program designed to support meaningful acquaintance and reduce stereotypes and prejudices among teachers from different cultures in Israeli society. The rationale of the online program was based on the premise that indirect online contact might improve intergroup relations in diverse societies. The program was designed to progress gradually, starting from basic and leading to a deeper acquaintance, using a variety of computer-mediated communication (CMC) tools. Findings indicated that upon program completion, participants were more respectful towards one another than pre-program. They held a positive view of online learning and were open to multiculturalism (more tolerant and accepting of others than previously) while still maintaining their respective cultural identities. The program participants noticed the gradual progression in task design, expressly noting that this stepwise structure supported forging a connection and then fostering familiarization. This study fills a gap in the research through demonstrating ways that online contact (indirect contact) can be used to promote acquaintance and reduce stereotypes and prejudices among teachers from different groups in Israeli society.
Keywords: indirect contact, online contact, multicultural education, teachers, computer-mediated communication
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370.More information
The sensitive nature of certain controversies is particularly problematic for teaching across difference. Questions as to what makes a controversy sensitive and how care and empathy are implicated in discussing it are considered through examples connected to the author's own practice and in light of the traditional rationalist concept of critical spirit and feminist strong reflexivity. The suggestion is made that discussing sensitive controversy requires a ‘doubled view' and that this is needed at all levels of inquiry.