Documents found
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1592.More information
AbstractThe book and exhibition Looking Both Ways: Heritage and Identity of the Alutiiq People present both Alutiiq and anthropological perspectives on a complex Alaska Native ethnicity. This community-based project, produced by the Smithsonian Institution and Alutiiq Museum in Kodiak, is considered within several frames: cultural identity and revitalization in the Alutiiq region, the new paradigm of collaborative anthropology, and contrasting essentialist and constructivist models of cultural change. An Alutiiq “cultural logic” of connection to ancestors, kin, place and a provident natural environment is proposed as the basis for continuity of identity through two centuries of cultural transformation. Collaborative engagement in Indigenous heritage projects is discussed as a complex but indispensable commitment for contemporary anthropology.
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1593.More information
In the late 1970s, two large, multi-disciplinary, multi-year archaeological programs were initiated along the coasts of northern Labrador and Ungava in northern Quebec. Both envisioned a new model for Arctic archaeology that integrated archaeology, ethnography, environmental studies, earth sciences, and informatics. The Tuvaaluk research program was directed by Patrick Plumet at the Université du Québec à Montréal, and the Torngat Archaeological Project (TAP) by William Fitzhugh at the Smithsonian Institution and Richard Jordan at Bryn Mawr College. Project periods lasted roughly five years and included researchers and students from several institutions. The Tuvaaluk project concentrated on Paleoeskimo and Thule cultures, while TAP included research on Maritime Archaic and later Indian cultures as well as Paleoeskimo and Inuit cultures. This paper reviews and compares Tuvaaluk and TAP goals, methods, results, lessons learned, and legacies.
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1595.More information
The use of the language spoken by young people from French sensitive urban areas is considered a major stylistic feature of banlieue literature. Hence, studying the translation of Beur novels also implies studying this linguistic variety. This case study considers lexical items used by youth from the French banlieue in the novel Kiffe kiffe demain by Faïza Guène in its Arabic, Dutch and Spanish translations. Specifically, the strategies used to translate 62 passages that include 21 words belonging to the youth language of the banlieue will be examined. Our research shows that even though there is a great variety of strategies applied by the translators in the three languages, the general tendency is to standardize these specific lexical items by using either formal, informal or neutral equivalents. Surprisingly, sociolinguistic equivalence is not a common translation choice. Non-translation is a common strategy retained for dealing with almost exclusively the Arabic words. Arabic and Spanish translators do not resort to additions whereas the Dutch translator does. Finally, we did not find much consistency in the linguistic procedures studied and the strategies used to translate them.
Keywords: romans beurs, langue des jeunes des cités, traduction, Faïza Guène, arabe, néerlandais, espagnol, beur fiction, urban youth slang, translation, Faïza Guène, Arabic, Dutch, Spanish
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1599.More information
This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a textbook while primary sources were few. The textbook was typically addressed as a neutral source of information. Teachers used visual texts only briefly and to support an existing narrative. None of the teachers modeled reading strategies specific to history. The teacher profiles suggest diverse approaches to literacy but the practices used by teachers point more to content-area and cultural literacy than disciplinary literacy. Implications for elementary literacy and history instruction are discussed.
Keywords: disciplinary literacy, historical literacy, content-area literacy, cultural literacy, elementary school