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Ideological Transfer in the Translation Activity: Power and Gender in Emma Donoghue’s Kissing the Witch
Abstract
The relation between the translation activity and Gender Studies has been the object of academic attention (Coppola, Cronin and Oggero, 2011; Nissen, 2013; von Flotow, 2011). However, a coalition of them all rarely constitutes the object of study from a translation perspective. The aim of our research was to raise awareness on gender issues among third-year students of a Spanish Language and Literature Degree and to foster a critical perception of translation. A three-phase methodology was designed with a pre and post-test and a translation activity. Results show that this methodology helped students develop a critical translation process when gender issues are implied. It is believed that an integrated approach in the training of translators including gender awareness should be increasingly encouraged in academic settings.
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With increased social awareness of transgender and non-binary individuals, universities across the United States have implemented policies, made suggestions for inclusive language practices, and provided gender-neutral pronoun guides to avoid marginalizing these groups of people through adjusting personal pronoun usage. However, these measures have been met with mixed reception from students, parents, administrators, legislators, and others. As linguists, the authors looked at the situation with gender-neutral pronouns on campuses and investigated 1) an overview of how exactly language plays a role in identifying someone's gender; and 2) the historical linguistics and social contexts that surround this issue. The paper concludes with recommendations for gender-neutral pronouns in compliance with federal policies and university visions, missions, and goals to be more inclusive of genderqueer and non-binary individuals.
The chapter, based on the paper with the same name given at the I Alicante Colloquium on Translation, explores the experiences and issues arising from teaching an optional subject on specialized legal translation within the Degree of Translation and Interpreting at the University of Alicante.
p>niversity courses in disciplines such as social work, family studies, humanities, and other areas often use classroom materials that contain traumatic material (Barlow & Becker-Blease, 2012). While many recommendations based on trauma theory exist for instructors at the university level, these are often made in the context of clinical training programs, rather than at the undergraduate level across disciplines. Furthermore, no organized model exists to aid instructors in developing a trauma-informed pedagogy for teaching courses on traumatic stress, violence, and other topics that may pose a risk for secondary traumatic stress in the classroom (Kostouros, 2008). This paper seeks to bridge the gap between trauma theory and implementation of sensitive content in classrooms of higher education, and presents a model of trauma-informed teaching that was developed in the context of an undergraduate trauma studies program. Implications and future directions for research in the area of trauma-informed university classrooms are discussed. </p
This paper analyzes the situation of the studies on Gender and Feminism that have developed in Spain with the inauguration of the European Higher Education Area as part of the implementation of the Bologna Plan. First, we will perform an analysis of the historical circumstances of the Spanish university and its territorial characteristics. The objective of the work is to make a conceptual map with the strengths and weaknesses of studies that the society has been demanding to develop the different Plans of Equality in the democratic period.
Reflecting on my experience of teaching a variety of sensitive topics in the course ‘Crime, law and trauma’, this article documents how an ethics of care guides how students are prepared to encounter sensitive material. It examines how I manage class dynamics when teaching sensitive material and explores, by way of a case study, my experience of how film texts enhance the manner in which sensitive topics can be conveyed to students. The paper concludes by highlighting the benefits of exposing students to challenging material and topics.
How far can feminist pedagogy facilitate a positive learning experience for the student? I explore this question by offering a critical reflection of teaching a Gender Studies module to two cohorts of students: part-time mature and full-time ‘traditional’ learners. I offer a candid exploration of my personal journey, exposing the strengths and sometimes contradictions found in feminist pedagogic principles. By documenting feminist pedagogy in action I offer a pragmatic approach to its application and refined understanding of it as a method of teaching while attending to feminist pedagogy's core values. My approach empowers the learner, at the same time it enables the tutor to cover module learning outcomes without compromising a feminist agenda. This appropriation is informed by a project designed to put feminist pedagogy (as an approach) and gender studies (as a subject) under critical scrutiny with a view to the refinement of pedagogic practice.
En este artículo se debaten los diferentes resultados de recibir una formación mediante asignaturas específicas o de forma transversal. La persistencia de estereotipos de género y la división sexual del trabajo está relacionada con la falta de concienciación social, debida, entre otros factores, a la falta de formación en cuestiones de género. Esta formación es necesaria para reflexionar y ‘deconstruir’ los mensajes sobre género para desvelar las premisas ideológicas y las jerarquías subyacentes en los mensajes. El objetivo principal es constatar la importancia de recibir formación en género en la Universidad. Para ello se propone comparar los resultados de las encuestas dirigidas al alumnado de las licenciaturas en Ciencias del Trabajo y en Administración y Dirección de Empresas y observar si existen diferencias entre ambos grupos, tanto en relación con su formación sobre la materia, como con su comportamiento y actitud frente a determinadas cuestiones relacionadas con el género. Además, se trataría de ver, si existe diferencia, en qué medida puede derivarse de la formación recibida. Se han pasado encuestas a una muestra representativa de alumnas/os de ambas titulaciones y se han aplicado las oportunas técnicas estadísticas a través del software SPSS. Los resultados del trabajo refuerzan la idea inicial de la necesidad de incorporar asignaturas que den formación en género en programas y titulaciones universitarias y plantear no sólo conocimientos disciplinares orientados al ‘saber’ y profesionales orientados al ‘saber hacer’, sino también actitudes para un compromiso ético orientadas a la equidad de género. Palabras clave: Revista Historia de la Educación Latinoamericana, formación, género, estereotipo sexual, participación de la mujer.
More than in other areas of research, linguistic features of gayspeak and topics relative to homosexuality appear to be sensitive to issues such as the time of production of the text, the context, the patronage (i.e. distribution companies and broadcasters), time of broadcast and type of audience. Although early explorations of language and sexuality concerned themselves almost exclusively with lexical items, recognised as the feature which could best reveal the sociocultural qualities of a group of people, the analysis of gayspeak has benefited, in more recent years, from the intersection of other fields of studies. Research has thus been extended from lexicon to other linguistic and non linguistic areas which may have ideological import and which can be used as valid tools also in the field of audiovisual translation. These considerations have influenced the analysis of the present case study, an investigation of the dialogue exchanges containing features of gayspeak in the five seasons of the drama series Six Feet Under (Alan Ball, USA, 2001-2005).
This issue sets out to gauge the extent to which different embedding systems influence the implementation of Situated Learning models. Situated Learning is generally understood as a context-dependent approach to translator and interpreter training under which learners are exposed to real-life and/or highly simulated work environments and tasks, both inside and outside the classroom. Ultimately, Situated Learning seeks to enhance learners’ capacity to think and act like professionals. All our contributors address considerations pertaining to the impact of different learning environments, levels of study, fields of specialisation, the role of information, communication and translation/interpreting technologies, as well as optimal pedagogical procedures. Of these considerations, the latter stand out as one of the most prominent aspects of Situated Learning theories described in this issue, thus rendering it particularly useful for both novice and seasoned teachers of translation and interpreting (T&I) with an interest in informed practical advice on how to implement the principles of Situated Learning in teaching and learning environments that seek to promote translators’ and/or interpreters’ professional competence.
This article is aimed at building bridges between translation studies and gender studies: we relate the concept of ‘situated learning’ in translation, as a context-dependent approach through which learners are exposed to real-life tasks, to the concept of ‘situated knowledges’ from a feminist perspective. These concepts inspire our teaching in that the curricular design of our courses is driven by contextual factors and professional demands, not by what students should know objectively. This article explores the varied situated knowledge of students, trainers and professionals as regards gender and professional priorities, as well as the way in which professional responsibility is perceived. We examine students’ and professionals’ attitudes to gender in advertising, through their responses to a questionnaire. The main results show partial agreement about the responsibility translators and advertisers have in the (re)production of gender stereotypes, and an agreement about the importance of including professional and ethical issues in education. This underpins the need to develop tailored gender-related activities across the curricula of translation and advertising courses. Our aim is to show that the concept of situatedness can contribute to the redefinition of syllabus design, the identification of pedagogical goals and task planning.
Situated learning has become a dominant goal in the translation classroom: translation didactics is being developed in a learner-, situation- and experience-based direction, following constructivist and participatory teaching philosophies. However, the explicit use of situated approaches has, so far, not been the centre of attention in translation theory teaching and research training. As a consequence, translation theory often remains unconnected to the skills learned and topics tackled in language-specific translation teaching and the challenges experienced in real-life translation practice. This article reports on the results of an exploratory action research project into the teaching of academic research skills in translation studies at Master's level. The goal of the project is to develop and test possibilities for employing situated learning in translation research training. The situatedness perspective has a double relevance for the teaching project: the students are involved in an authentic, ongoing research project, and the object of the research project itself deals with authentic translation processes at the workplace. Thus, the project has the potential to improve the expertise of the students as both researchers and reflective practitioners.
Perhaps some of the most interesting recent developments in queer studies are those books criticizing the U.S. American bias within the discipline (e.g. Hemmings 2007; Mizielinska 2010; Downing and Gillett 2011), and a move towards embracing "non-Western" geographical others (e.g. Patton and Sánchez-Eppler 2000; Altman 2001; Cruz-Malavé and Manalansan 2002; Binnie 2004). But as much as these steps are welcomed, we should also notice the limitations of these advances, specifically the predominant focus on the "post-colonial" cultures. Working with/in the "Central and Eastern European" ("CEE") geo-temporal paradigm, we feel that there is more to the "non-West" than just "post-colonial". Consequently, we want to focus this chapter on the exploration of sexual politics in "CEE", and ponder the queer possibilities of "queer" outside the "Western"/American/English-speaking contexts. As such, this article remains in a dialogue, as much as it is a continuation of a volume "De-Centring Western Sexualities" (2011b) edited by Kulpa and Mizielinska. In this anthology, the gathered authors assessed the current state of knowledge about sexualities outside/within the "West", by focusing on "CEE" examples. In a way, the book attempted to diagnose the over-determination of the queer studies and LGBT activism in "Central and Eastern European" by the "Western"/American historical models. In doing so, although trying to show "what is local", how queer is different in Europe/"CEE" to the "West"/America, the book was more focused on what is lost in the process of differentiation/translation. The aim of this chapter is to expand on this notion, and search for what can be found in translation that does not exist in either cultural context. Thus we focus on what is brought to life through cultural permeability, exchange, influence, or simple coexistence. The chapter is composed in three parts. Firstly, we provide the reader with a theoretical framework. Secondly, we exemplify the impossibility of the simple cultural translation of "queer" (understood as the predominantly "Western"/American project) into "CEE" realities by analyzing activities of the NGO "Campaign Against Homophobia" (CAH) . Finally, we show strategies that make a productive use of the "locality" in order to mobilize the queer possibilities of activism in "CEE"/Poland, without necessarily attaining to "Western"/American narrations on the example of the on-going campaign "Love Does Not Exclude".
This chapter focuses on some of the “lavender lexical issues” raised by Arnold Zwicky in Chapter 1. In particular, it examines the inclusiveness and the exclusiveness of sexual minority labels-asking to whom speakers mean to refer when they use labels like gay and queer and whom hearers understand to be referred to when these words are used. Special attention is paid to the inclusion or exclusion of those labeled bisexual in the extensions of other labels, to see whether the emergence of bisexual activism since the 1970s has had an effect on lexical innovation and semantic change in sexual category labels. Certainly, the emergence of bisexual identity has encouraged much lexical innovation (e.g., bi, biphobia, monosexual, gay-identified bisexual, byke-Geller 1990; Hutchins and Kaahumanu 1991). Furthermore, as a bisexual identity (or identities) has developed and been asserted, so have debates about whether categories such as gay, lesbian, dyke, and queer include people who identify as bisexual, as well about who counts as bisexual.
If there is one genre that has captured the imagination of people in all walks of life throughout the world, it is the fairy tale. Yet we still have great difficulty understanding how it originated, evolved, and spread—or why so many people cannot resist its appeal, no matter how it changes or what form it takes. This book presents a provocative new theory about why fairy tales were created and retold—and why they became such an indelible and infinitely adaptable part of cultures around the world. Drawing on cognitive science, evolutionary theory, anthropology, psychology, literary theory, and other fields, the book presents a nuanced argument about how fairy tales originated in ancient oral cultures, how they evolved through the rise of literary culture and print, and how, in our own time, they continue to change through their adaptation in an ever-growing variety of media. In making its case, the book considers a wide range of fascinating examples, including fairy tales told, collected, and written by women in the nineteenth century; Catherine Breillat's film adaptation of Perrault's “Bluebeard”; and contemporary fairy-tale drawings, paintings, sculptures, and photographs that critique canonical print versions. While we may never be able to fully explain fairy tales, this book provides a powerful theory of how and why they evolved—and why we still use them to make meaning of our lives.
Despite a long tradition of scholarship and the vast amount of dubbed audiovisual products available on the global market, dubbing is still relatively underrepresented in audiovisual research. The aim of this volume is to give dubbing research its due by showing that, far from being a doomed or somewhat declining form of AVT, it is being exploited globally in the most diverse and fruitful ways. The contributions to this collection take up the diverse strands that make up the field, to offer a multi-faceted assessment of dubbing on the move, embracing its important historical past as well as present and future developments, thus proving that dubbing has really come a long way and has not been less ready than other AVT modes to respond to the mood of the times. The volume will be of interest for scholars and students of translation studies, audiovisual translation, linguistics, film, television and game studies.
Against the backdrop of earlier explorations on gayspeak in audiovisual translation (AVT) (Ranzato 2012, Sandrelli 2016), the aim of this article is to look at the ways homosexual narratives in film (and television) have been frequently distorted in Italian dubbing through various means, including the manipulation of homosexual lexicon. More specifically, we will be looking at examples in which elimination and addition, both as translation strategies and as film editing procedures, were used to tell virtually another story, one which deviated intentionally from the course established by the original authors, from their character and even plot construction. We will see how the suppression of gay lexicon or of words alluding to homosexuality was achieved not only through linguistic means but also through more specifically cinematic means, namely scene and sound editing. An attempt is thus made to look at the translated text from a purely translational perspective (i.e. the use of particular translation strategies) and from a film studies perspective (in this case, the role of editing and montage).
A number of recent research tendencies in Translation Studies focus explicitly on the translator in some way, rather than on translations as texts. These trends might be grouped under the term “Translator Studies”. The article argues that this new focus is inadequately represented in Holmes’ classic map. Evidence of the recent trends is found especially in translation sociology, but also in translation history and in research into the translator’s decision-making processes. A broad outline of Translator Studies would cover sociology, culture and cognition, all looking at the translator’s agency, in different ways.
Feminist Translation Studies: Local and Transnational Perspectives reconfigures feminist translation as a substantial force and form of feminist acti vism both locally and transnationally. By simultaneously re/visiting the field’s established theories and analytical tools, exploring new methodological and theoretical territories and providing innovative insights and models for the study of the subject matter, the volume sets out to be a major reference book for Feminist Translation Studies. It aims to expand our understanding of feminist politics not only to include feminist translation as feminist activism against multiple intersecting regimes of domination, but also to rethink feminist translation through feminist theories and practices developed in different geohistorical and disciplinary contexts. In order to achieve such an expansion, the 25 scholars brought together in this collection reveal the multiple agendas and visions of feminist translation and the different political voices and cultural heritages through which it speaks across times and places. Thus, the volume seeks to increase the geopolitical, sociocultural and historical scope of the field from different disciplinary perspectives so that it becomes more transnational, interdisciplinary and overtly political.
Over the last thirty years Audiovisual Translation (AVT) has experienced an impressive growth in terms of research interests, developments and applications. It is common knowledge now that AVT is not only a question of linguistic and technical constraints: it also affects the social, political and educational spheres. Therefore, diverse approaches have been developing in order to face the new technological challenges and meet the needs of increasingly heterogeneous audiences. One of the recent lines of research which has highlighted the interdisciplinary nature of AVT, is the one which explores gender within and through screen translation (De Marco, 2006). It has been observed that the ways in which films are dubbed and/or subtitled may contribute to encouraging or preventing the reinforcement of gender stereotypes and prejudices in people’s ways of thinking and behaving. At the same time, the training of the newer generations of subtitlers and dubbers and the didactics of AVT have become an issue (Díaz Cintas, 2008).
This paper tries to combine these two areas by exploring how gender and identity-related issues may be integrated within the curriculum design of a subtitling module. In line with the didactic objectives of most translation courses, the primary goal of this module remains that of enhancing the students’ capacity to deal with linguistic and non-linguistic difficulties inherent in the (audiovisual) text, and to enable them to acquire the transferable skills necessary to further gain experience in the professional environment. However, the author believes that the classroom represents the best arena where awareness may be raised about problems of social discrimination and marginalisation. For this reason, the development of the aforementioned skills is seen along with that of sensitivity to social issues which are intrinsic to any professional environment. The subtitling module offered for the Master in Applied Translation Studies at London Metropolitan University serves as a point of reference. The methods used by the lecturer in order to test this new teaching approach, as well as the students’ reactions to the introduction of this unusual topic will be here investigated and discussed.
This article analyses university pedagogy by contrasting mainstream pedagogy and feminist pedagogical thought. The data consist of two textbooks, and we investigate what kinds of teaching, learning and knowledge the textbooks construct and what kinds of student and teacher positions they suggest. The inquiry shows that learning in the textbooks is seen as a strictly defined, hierarchical process and that ideal teaching stresses methods over content. The power of knowledge is not discussed, nor are gender, sexuality and other differences. Academics are seen as professional teachers who master teaching methods, and students are framed as customers. An assumed human sameness, marketisation of education, emphasis on vocational benefit and ‘pathos of the new’ were found to be themes guiding mainstream pedagogy. We suggest that feminist pedagogy can offer an alternative approach, one enabling a critical analysis of the power of knowledge and an awareness of differences among students.
The first collection to bring together well-known scholars writing from feminist perspectives within Critical Discourse Analysis. The theoretical structure of CDA is illustrated with empirical research from a range of locations (from Europe to Asia; the USA to Australasia) and domains (from parliament to the classroom; the media to the workplace).
https://benjamins.com/#catalog/books/btl.77/main
This paper aims at analysing the relationship between voice and identity in Donoghue's collection of revised fairy tales Kissing the Witch. Such analysis will focus on the connections between the construction of identity, in which the fairy tale plays a fundamental role, and the narratological process. This work will consider firstly the difficulties encountered by a non-fictional telling of the self, when dealing with narrative elements which come from the voice of the Other, and the internalisation of the Other's voice in the construction of self identity, countenancing the legal implications that the concepts of voice and identity, and voice as identity, entail. The analysis moves onto Donoghue's fairy tales as an example of such relationship, which is made clear by the intertextual connections between the thirteen tales of the collection itself. Donoghue uses the female voice for the construction, development, affirmation and even nihilation of her protagonists' identities. This paper will investigate the meaning of vocal emissions through thoughts and songs, as well as the meaning of the lack of such emissions, indicating an aware suppression of the woman's personal identity, dictated by a long tradition of phallocratic supremacy.
This book offers a critically informed yet relaxed historical overview of the legal thriller, a unique contribution to crime fiction where most of the titles have been written by professionals such as lawyers and judges.
The legal thriller typically uses court trials as the suspense-creating background for presenting legal issues reflecting a wide range of concerns, from corporate conflicts to private concerns, all in a dramatic but highly informed manner. With authors primarily from the USA and the UK, the genre is one which nonetheless enjoys a global reading audience. As well as providing a survey of the legal thriller, this book takes a gender–focused approach to analyzing recently published titles within the field. It also argues for the fascination of the legal thriller both in the way its narrative pattern parallels that of an actual court trial, and by the way it reflects, frequently quite critically, the concerns of contemporary society.
With Gender in Translation, Sherry Simon presents a study of the feminist issues surrounding translation studies. She argues that translation of feminist texts is a cultural intervention, seeking to create new cultural meanings and bring social change.
Research on dubbing in audiovisual productions has been prolific in the past few decades, which has helped to expand our understanding of the history and impact of dubbing worldwide. Much of this work, however, has been concerned with the linguistic aspects of audiovisual produc-tions, whereas studies emphasizing the importance of visual and acoustic dimensions are few and far between. Against this background, Dubbing, Film and Performance attempts to fill a gap in Audiovisual Translation (AVT) research by investigating dubbing from the point of view of film and sound studies. The author argues that dubbing ought to be viewed and analysed holistically in terms of its visual, acoustic and linguistic composition. The ultimate goal is to raise further awareness of the changes dubbing brings about by showing its impact on characterization. To this end, a tripartite model has been devised to investigate how visual, aural and linguistic elements combine to construct characters and their performance in the original productions and how these are deconstructed and reconstructed in translation through dub-bing. To test the model, the author analyses extracts of the US television series Buffy the Vampire Slayer and its French dubbed version. © Peter Lang AG, International Academic Publishers, Bern 2015. All rights reserved.
The scene opens with race car driver Danica Patrick in a tight, black leather outfit and heels standing next to two seated individuals. She states: “There are two sides to GoDaddy: the sexy side represented by Bar Rafaeli [a blond, blue-eyed, normatively beautiful Israeli model], and the smart side that creates a killer website for your small business, represented by Walter [a White, overweight, curly-haired male geek in glasses working on a laptop].
The concepts of situated learning and legitimate peripheral participation (LPP) provide a theoretical framework for learning that is student-centred, based on collaboration and placed on the margins of a given community of practice, with a view to bringing the learner closer to that community. In translation pedagogy, these features converge most notably with the tenets of social constructivism, which insists on the importance of the publishable translation project in translator training methodology. This article aims to provide an account of a type of authentic translation project carried out at Universitat Jaume I (Castelló, Spain) as the final part of literary translator training at the institution, and to root it in learning theory and translation pedagogy. The translation project is conducted in the framework of the work placement that all students have to go through as a requirement for graduation. Actual practice in that context is for the most part in accordance with a socio-constructivist approach. But some relative departures from that approach are observed as regards the role assigned to the instructor, the notions of autonomy and empowerment, and identity formation.
In placing queer and translation studies in critical relation to one another, this essay critiques the politics of gender in translation studies and examines the slippages of meaning, the differences, that occur in working across languages and cultures, speaking to the very queerness of translation as a critical praxis and site of knowledge production. Citing textual examples from African literature and culture, the essay asks how the act of translation exceeds the mere reproduction of a text from one language to another, and how the indeterminacies and sites of untranslatability that emerge in working across languages and cultures are possible queer spaces, challenging any normative notion of straightforward translatability. Furthermore, the essay addresses the ways social categories, such as race, gender, sexuality, ethnicity, and national belonging, are transformed through linguistic and cultural translation, as well as the ways hybrid forms of meaning and knowledge are produced through the mediation of languages and cultures.
This essay explores the phrase “performing translation” through a close reading of “Via,” a performance poem by Caroline Bergvall, and a discussion of the terms “performative” and “performativity” as these have developed in the writings of J.L. Austin, Jacques Derrida, and Judith Butler. Though each theorist defines these terms differently, their ideas about language, gender, subjectivity, theatricality, and ethics have added to our understanding of the act of translation and have generated new currents in translation studies. The essay discusses a number of these trends as it considers “performing translation” and its implications for twenty-first-century work in the field.