The translator’s immobility

Target ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 333-357 ◽  
Author(s):  
Paola Venturi

Translations are facts of target cultures, but the perceived status of source texts has a bearing on how these are reflected or refracted in the target language. This proposition is particularly evident in the case of classics: when translators have to work on literary creations occupying a pivotal position in the source/target cultures, they adopt strategies of literalness and ennoblement which betray a quasi-religious awe—on the one hand, a desire to ruffle the surface of the revered original as little as possible; and on the other, a determination to reproduce the supposed ‘classical qualities’ of the classic even when they are not present in the source. In the following article, I examine how the ‘idea of classic’ influences translation theory and practice, substantiating my theoretical observations by looking at Italian translations of English classics. A marked—and historically determined—disparity between source and target readerships, and the translators’ reverence for their prestigious originals, conspire to produce Italian versions which are much more ‘wooden’ and ‘elegant’ than their English counterparts.

2021 ◽  
Vol 10 (1-2) ◽  
pp. 1-5
Author(s):  
Amer Latif ◽  
Alexandre Papas ◽  
Mohammed Rustom

Abstract This special issue of the Journal of Sufi Studies attempts to make the case that the act of translation is best seen as a recurrent activity necessitated by the various changes that inform the interpretation of Sufi texts on the one hand, and the languages and cultures that receive them on the other. The nine Sufi texts featured in this collection illustrate the diversity of genres and variety of languages in which they have been written, thereby pointing up the distinctive hermeneutic potentials of translation theory and practice when these texts are rendered by experts into modern European languages, particularly English and French.


2009 ◽  
Vol 19 ◽  
pp. 117-138 ◽  
Author(s):  
R. J. W. Evans

ABSTRACTIn the vibrant current debate about European empires and their ideologies, one basic dichotomy still tends to be overlooked: that between, on the one hand, the plurality of modern empires of colonisation, commerce and settlement; and, on the other, the traditional claim to single and undividedimperiumso long embodied in the Roman Empire and its successor, the Holy Roman Empire, or (First) Reich. This paper examines the tensions between the two, as manifested in the theory and practice of Habsburg imperial rule. The Habsburgs, emperors of the Reich almost continuously through its last centuries, sought to build their own power-base within and beyond it. The first half of the paper examines how by the eighteenth century their ‘Monarchy’, subsisting alongside the Reich, dealt with the associated legacy of empire. After the dissolution of the Holy Roman Empire in 1806 the Habsburgs could pursue a free-standing Austrian ‘imperialism’, but it rested on an uneasy combination of old and new elements and was correspondingly vulnerable to challenge from abroad and censure at home. The second half of the article charts this aspect of Habsburg government through an age of international imperialism and its contribution to the collapse of the Dual Monarchy in 1918.


2018 ◽  
Vol 14 (1) ◽  
pp. 114-137
Author(s):  
Marta Olasik

The main objective of this article is to provide a multi-faceted and spatially-sensitive reflection on sex work. Taking as a point of departure subversive feminist politics on the one hand and the much contingent notion of citizenship on the other, I intend to present various forms of prostitution as potentially positive and empowering modes of sexual and emotional auto-creation. Informed by the leading research of the subject, as well as inspired and educated by Australia-based Dr Elizabeth Smith from La Trobe University in Melbourne, who had researched and presented female sex workers as self-caring and subversive subjects who make own choices and derive satisfaction from their occupation, I wish to seek academic justice for all those women (and men or trans people, for that matter) in the sex industry who feel stigmatized by political pressure and ultra-feminist circles across Europe. Translating Dr Smith’s significant research into European (and Polish) social realities would be a valuable contribution to the local discussions on gender and sexuality, and axes they intersect with. More importantly, however, a framework of a conceptual interdisciplinary approach needs to be adopted—one in which a specific queer form of lesbian feminist reflection is combined with human geography, both of which have much to offer to various strands of sociological theory and practice. Therefore, as a queer lesbian scholar based in Poland, I would like to diverge a bit from my usual topic in order to pay an academic and activist tribute to the much neglected strand of sociology of sex work. However, my multi-faceted and interdisciplinary academic activity allows me to combine the matter in question with the field of lesbian studies. Both a female sex worker and a lesbian have been culturally positioned through the lens of what so-called femininity is, without a possibility to establish control over their own subjectivities. Hence, on the one hand the article is going to be an academic re-interpretation of sex work as such, but on the other, methodological possibilities of acknowledging and researching lesbian sex workers will be additionally considered with special attention to feminist epistemologies and praxis. While a sensitivity to a given locality is of utmost importance when dealing with gender and sexuality issues, I would like to suggest a somewhat overall approach to investigating both female empowerment through sex work and lesbian studies inclusive of sex workers. Importantly, the more common understandings of the sex industry need to be de-constructed in order for a diversity of transgressive discourses to emerge.


2021 ◽  
Vol 80 (4) ◽  
pp. 1033-1044
Author(s):  
Sonia Ryang

Based on the articles in this “Global Asias” forum, this essay proposes that in order to build a meaningful bridge between Asian studies and Asian American studies, we must first face what needs to be critically overcome in Asian studies itself: persistent white male domination of the field, on the one hand, and historical role that the United States has played in Asia, on the other. One possibility is to adopt a transnational Asian studies approach, which advocates bringing Asian studies and Asian American studies together while also envisioning radical interdisciplinarity across Asian studies and African American studies, Latino/a studies, and Asian American studies. The key to pursuing such an approach would be to create a teaching and research environment of inclusion and collaboration.


1984 ◽  
Vol 32 (3) ◽  
pp. 349-368 ◽  
Author(s):  
David Lane

The paper is in four parts. The first outlines the debate that has occurred in the West about whether human rights, and about what human rights, are desirable and possible in socialist states. In the second it is contended that the normative approach to rights in socialist states has been influenced but not determined by the theory and practice of the USSR. Human rights under Marxism–Leninism are ambiguously defined: there is an unresolved tension between individual (and group) rights, on the one hand, and class and collective rights on the other. Socialist states, it is claimed, have different units, types of claims and priorities of rights. In the third section, it is argued that the Soviet model of rights has a particular correspondence with Russian culture. Its impact on other socialist countries (Poland is considered, as an illustration) depends on the internal social structure (the strength of interest groups) and the degree of legitimacy of the state. Finally, some prognostications are offered concerning the dynamics and likely developments of rights claims under socialism.


2018 ◽  
Vol 72 (1) ◽  
pp. 48-68 ◽  
Author(s):  
Melissa Tyler

This article considers inclusion through the lens of embodied ethics. It does so by connecting feminist writing on recognition, ethics and embodiment to recent examples of political activism as instances of recognition-based organizing. In making these connections, the article draws on insights from Judith Butler’s recent writing on the ethics and politics of assembly in order to rethink how inclusion might be understood and practised. The article has three interrelated aims: (i) to emphasize the importance of a critical reconsideration of the ethics and politics of inclusion given – on the one hand, its positioning as an organizational ‘good’, and on the other, the conditions attached to it; (ii) to develop a critique of inclusion, drawing on insights from recent feminist thinking on relational ethics; and (iii) to connect this theoretical critique of inclusion, reconsidered here through the lens of embodied ethics, to assembly as a form of feminist activism. Each of these aims underpins the theoretical and empirical discussion developed in the article, specifically its focus on the relationship between embodied ethics, the interplay between theory and practice, and a politics of assembly as the basis for a critical reconsideration of inclusion.


2020 ◽  
pp. 105268462097206
Author(s):  
Jeff Walls

Schools are expected to be sites of caring, but there is evidence that both students and adults often experience them as uncaring places. One reason is that a sustained and heavy policy emphasis on accountability and demonstrations of effectiveness has placed pressure on educators to perform in certain ways, and to care about things other than caring. This case study explores how leaders and teachers at two schools balance their efforts to care for students, on the one hand, with the performative pressures they feel, on the other hand. Teachers who were able to prioritize a balance of care used collaborative relationships with colleagues to manage the pressure they felt, and took a longer term, more emotionally attuned, and more inquiry-based approach to meeting student needs. Implications for theory and practice are discussed.


2017 ◽  
Vol 12 (1) ◽  
pp. 64-75
Author(s):  
Zehavit Gross

This paper aims to explore how Palestinian Arab and Jewish university students in Israel, attending a course on conflict resolution, deal with their stereotypical views of the Other and their prejudices, as well as their complex emotions of fear, hate, anxiety, and love during a period of tension and violence. On the one hand, they have a natural desire for professional partnership and friendship with their fellow students. On the other hand, they are attending this class in a Jewish university, in the heart of the Middle East, where acts of terrorism occur almost daily. This violence changes the power structure and the dynamics of their mutual relationships. Through an analysis of a specific case study the paper aims to shed light on how bridging theory and practice can generate a better understanding of complex situations, enabling reflection and developing signposts to improve coping mechanisms within peace education frameworks in times of terror.


2000 ◽  
Vol 70 (4) ◽  
pp. 524-238 ◽  
Author(s):  
Johanna Elena Hadden

In this article, Johanna Elena Hadden distinguishes between two very different ideas of teaching — a charter to educate and a mandate to train — through a retelling of her experience as a fifth- and sixth-grade teacher in Utah. On the one hand, Hadden asserts, some critical theorists suggest that teachers should be given a charter to educate in which they are encouraged, and expected, to challenge normative practices and policy. On the other hand, teachers are routinely given a mandate to train that requires them to follow administrative dictates without question or challenge. Hadden contends that by establishing and supporting a mandate to train, many school environments constrain teachers — through overt and hidden forms of control — from thinking and acting independently and, in turn, from training students to think and act independently. She further argues that the pressures created by administrative expectations frustrate teachers who may ultimately be forced to choose between compliance with pedagogical and curricular standards and leaving their teaching position.


2003 ◽  
Vol 14 (2) ◽  
pp. 195-223 ◽  
Author(s):  
Leo Tak-hung Chan

Abstract This article attempts to assess the contribution of Chinese translators and theorists of the twenties and thirties, in particular the famous writer Lu Xun, whom I consider the first modern translation theorist in China. It is with him that China entered its modern phase in translation. Not only did he advocate retaining the foreignness of the original text, in a way reminiscent of the entire tradition of German Romantic translation theorists from Schleiermacher to von Humboldt to Goethe; he also explored in his own translations the possibilities for enriching the Chinese language through the importation of Europeanized structures and expressions. It is these foreignizing impulses that set Lu Xun apart most clearly from pre-modern Chinese theorists. At the same time, these impulses connect him with leading giants of translation theory like Nabokov and Benjamin (who emphasized the importance of the literal method in translation) on the one hand, and Venuti and Holmes (who highlighted processes of indigenization and exoticization in translation) on the other. Lu Xun’s ideas had a particular place in the wider cultural and historical context. Views similar to his had been advocated by his predecessors at the beginning of the century, whose attempt to Europeanize the classical language did not, unfortunately, find a large following. In his own time, Lu found ardent supporters among friends and colleagues who either (a) suggested thorough Europeanization, or (b) preferred limited Europeanization. Dissenting views, however, were clearly voiced by some of the other leading writers of the day. So there were (a) those who favored the use of a language based on the actual words spoken by the populace and (b) those who queried why one should not learn a foreign language and read the original instead. My article deals at length with the debates among these theorists and seeks to understand them from the perspective of contemporary Western translation theory.


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