Traduire la créolisation

2016 ◽  
Vol 2 (2) ◽  
pp. 181-194 ◽  
Author(s):  
Desrine Bogle
Keyword(s):  
World View ◽  
Romance Languages ◽  
Specific Reference ◽  
French Caribbean ◽  
Conversational Implicature ◽  
Theoretical Frameworks ◽  
Shared History ◽  
English Translations ◽  
Caribbean Novel

This article proposes the translatological approach called intracultural translation, that is, translation within the same language-culture, coined by Desrine Bogle (2014), with specific reference and application to the Creole language using H. P. Grice’s conversational implicature, Venuti’s application to translation, and Roman Jakobson’s intralinguistic translation as theoretical frameworks. Mirroring the approach of the translator working within Romance languages who employs the Latin roots of these languages to judiciously resolve difficult translation issues, the concept of intracultural translation reinforces the notion of a Creole world view, product of a shared history, as evidenced through a shared linguistic and cultural heritage or “storehouse” from which translators of Creole texts can freely select elements to undertake their activity of intercultural transfer. In seeking to affirm and maintain the cohesiveness of Creole identity against the homogenizing effect of globalization, intracultural translation, currently underexplored and underexploited, is presented as a viable translatological approach to texts in Creole. Intracultural translation is exemplified through a case study of the English translations of three French Creole proverbs in the French Caribbean novel Pluie et vent sur Télumée Miracle by Simone Schwarz-Bart.

“We’ll Take the Tough Ones”

2019 ◽  
Vol 22 (4) ◽  
pp. 542-584
Author(s):  
Chrysanthi S. Leon ◽  
Corey S. Shdaimah
Keyword(s):  
Criminal Justice ◽  
Diversion Programs ◽  
Social Emotional ◽  
Theoretical Frameworks ◽  
Material Resources ◽  
Professional Goals ◽  
Criminal Justice Systems ◽  
Working Groups ◽  
Justice Systems

Expertise in multi-door criminal justice enables new forms of intervention within existing criminal justice systems. Expertise provides criminal justice personnel with the rationale and means to use their authority in order to carry out their existing roles for the purpose of doing (what they see as) good. In the first section, we outline theoretical frameworks derived from Gil Eyal’s sociology of expertise and Thomas Haskell’s evolution of moral sensibility. We use professional stakeholder interview data (N = 45) from our studies of three emerging and existing prostitution diversion programs as a case study to illustrate how criminal justice actors use what we define as primary, secondary, and tertiary expertise in multi-agency working groups. Actors make use of the tools at their disposal—in this case, the concept of trauma—to further personal and professional goals. As our case study demonstrates, professionals in specialized diversion programs recognize the inadequacy of criminal justice systems and believe that women who sell sex do so as a response to past harms and a lack of social, emotional, and material resources to cope with their trauma. Trauma shapes the kinds of interventions and expertise that are marshalled in response. Specialized programs create seepage that may reduce solely punitive responses and pave the way for better services. However empathetic, they do nothing to address the societal forces that are the root causes of harm and resultant trauma. This may have more to do with imagined capacities than with the objectively best approaches.

Strategies Among Young Jehovah’s Witnesses in Compulsory School in Sweden, Age 13–15, a Case Study

2013 ◽  
Vol 4 (1) ◽  
pp. 3-26 ◽  
Author(s):  
Pernilla Liedgren ◽  
Lars Andersson
Keyword(s):  
World View ◽  
Minority Group ◽  
Jehovah’S Witnesses ◽  
Value System ◽  
Jehovah's Witnesses ◽  
A Value ◽  
Standing Up ◽  
Primary School Age ◽  
Mainstream Culture

This study investigated how young teenagers, as members of a strong religious organization, dealt with the school situation and the encounter with mainstream culture taking place at school during the final years in Swedish primary school (age 13–15 years). The purpose was to explore possible strategies that members of a minority group, in this case the Jehovah’s Witnesses, developed in order to deal with a value system differing from that of the group. We interviewed eleven former members of the Jehovah’s Witnesses about their final years in compulsory Swedish communal school. The ages of the interviewees ranged between 24 and 46 years, and the interviewed group comprised six men and five women. Nine of the eleven interviewees had grown up in the countryside or in villages. All but two were ethnic Swedes. The time that had passed since leaving the movement ranged from quite recently to 20 years ago. The results revealed three strategies; Standing up for Your Beliefs, Escaping, and Living in Two Worlds. The first two strategies are based on a One-World View, and the third strategy, Living in Two Worlds, implies a Two-World View, accepting to a certain extent both the Jehovah’s Witnesses outlook as well as that of ordinary society. The strategy Standing up for Your Beliefs can be described as straightforward, outspoken, and bold; the youngsters did not show any doubts about their belief. The second subgroup showed an unshakeable faith, but suffered psychological stress since their intentions to live according to their belief led to insecurity in terms of how to behave, and also left them quite isolated. These people reported more absence from school. The youngsters using the strategy Living in Two Worlds appeared to possess the ability to sympathize with both world views, and were more adaptable in different situations.

“Going Virtual Helped Me Learn That I Can Handle Everything”: Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic

2021 ◽  
pp. 107769582110232
Author(s):  
Zoe L. Lance ◽  
Chelsea J. Reynolds
Keyword(s):  
Empirical Evidence ◽  
High Impact ◽  
Theoretical Frameworks ◽  
Staff Members ◽  
Course Planning ◽  
Virtual Instruction ◽  
Professional Self ◽  
Working Media ◽  
High Impact Practice

This case study documents a large, 4-year university magazine’s transition to virtual instruction during the initial months of the COVID-19 pandemic. Using theoretical frameworks from Kuh’s work on high impact practices (HIPs), this analysis offers empirical evidence that virtual student newsrooms may provide impactful learning experiences during crisis situations. Based on interviews, surveys, and newsroom observation, 23 magazine staff members reported improvements in their professional self-efficacy as they overcame logistics challenges and interpersonal hurdles similar to working media professionals. The case study also identifies strengths and weaknesses of crisis pedagogy. Implications for post-pandemic pedagogy and course planning are discussed.

Red for Ed Teacher Movements: Exploring Roles and Symbols in the Politics of the Superintendency

2021 ◽  
pp. 0013161X2110344
Author(s):  
Michael A. Szolowicz ◽  
R. Aaron Wisman
Keyword(s):  
Political Action ◽  
The United States ◽  
Instructional Leader ◽  
Political Strategy ◽  
New Wave ◽  
Symbolic Politics ◽  
Theoretical Frameworks ◽  
Semistructured Interviews ◽  
Embedded Case Study

Purpose: In recent years, a new wave of teacher-led political action has erupted resulting in work stoppages in several states across the United States. This study examines how superintendents navigated this Red for Ed movement in two representative states. Methods: Framed as a multisite, embedded case study, we drew from public documents and semistructured interviews with superintendents. We took a deductive approach to data analysis, seeking analytic generalization to the theoretical frameworks adopted herein. Findings: Red for Ed-motivated teacher job actions did create a political dilemma for superintendents. Superintendents addressed the dilemma by utilizing the roles of business manager, instructional leader, and politician as expressed through symbolic politics including assigning responsibility and vaguely supporting the Red for Ed cause. Superintendent responses are consistent with isomorphic tenants of sociological institutionalism. Implications: Considering the modern superintendency’s political nature, superintendents might benefit from preparation in political strategy and tactics.

Fostering Cultural Responsiveness in an Urban High School: A Case Study

2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Future Research ◽  
Student Needs ◽  
Theoretical Frameworks ◽  
Teacher Needs

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.

Reconsidering the Resilience of Pastoralism from the Perspective of Reliability: The Case of Conflicts between the Samburu and the Pokot of Kenya, 2004-2009

2021 ◽  
Vol 25 (2) ◽  
pp. 253-277
Author(s):  
Shinya Konaka
Keyword(s):  
Mobile Phone ◽  
Real Time ◽  
Time Management ◽  
Ethnographic Case Study ◽  
High Input ◽  
Theoretical Frameworks ◽  
Mobile Phone Network ◽  
Process Variance ◽  
Output Variance

This article explores an overlooked aspect of the 'resilience of pastoralism' in crises through an ethnographic case study of a series of conflicts between the Samburu and the Pokot in Kenya that erupted in 2004. Emery Roe's concepts of reliability professionals and real-time management of pastoralists are utilised as theoretical frameworks for this study. It was observed that the 'logic of high input variance matched by high process variance to ensure low and stable output variance' occurred through the formation of clustered settlements and an inter-ethnic mobile phone network. This case illustrates how pastoralists endured the conflict as reliability professionals.

scholarly journals Towards National Archaeological Mapping. Assessing Source Data and Methodology—A Case Study from Scotland

Geosciences ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. 272 ◽  
Author(s):  
Łukasz Banaszek ◽  
Dave Cowley ◽  
Mike Middleton
Keyword(s):  
Laser Scanning ◽  
General Purpose ◽  
Primary Sources ◽  
Specific Reference ◽  
Large Area ◽  
The Past ◽  
Airborne Laser ◽  
Source Data ◽  
Collection Strategies

While the National Record of the Historic Environment (NRHE) in Scotland contains valuable information on more than 170,000 archaeological monuments, it is clear that this dataset is conditioned by the disposition of past survey and changing parameters of data collection strategies over many decades. This highlights the importance of creating systematic datasets, in which the standards to which they were created are explicit, and against which the reliability of our knowledge of the material remains of the past can be assessed. This paper describes issues of data structure and reliability, then discussing the methodologies under development for expediting the progress of national-scale mapping with specific reference to the Isle of Arran. Preliminary outcomes of a recent archaeological mapping project of the island, which has been used to develop protocols for rapid large area mapping, are outlined. The primary sources for the survey were airborne laser scanning derivatives and orthophotographs, supplemented by field observation, and the project has more than doubled the number of known monuments of Arran. The survey procedures are described, followed by a discussion of the utility of ‘general purpose’ remote sensed datasets, focusing on the assessment of strengths and weaknesses for rapid mapping of large areas.

scholarly journals Stirring up Engineers’ Systems Intelligence: A Case Study of Life-Philosophical Pedagogy

2017 ◽  
Vol 7 (3) ◽  
pp. 61
Author(s):  
Pia Helena Lappalainen
Keyword(s):  
English Language ◽  
World View ◽  
Technical Expertise ◽  
Societal Challenges ◽  
Novel Approach ◽  
New Thinking ◽  
Problem Solvers ◽  
Technological World ◽  
Systems Intelligence

In their role as problem solvers, engineers are expected to take responsibility for the grand societal challenges that require technical expertise and innovation. This urges them to broaden their horizon from the traditional, deeply technological world view to one that examines the surrounding globe with empathy and social responsibility. Such a call for systems intelligence necessitates a novel approach to engineering education to allow students to practice systemic capabilities. As methodology, life-philosophical pedagogy was experimented with in an English language course that was integrated with the Philosophy and Systems Thinking lecture series. Such pedagogy deviates from conventional methodology in that instead of focusing on correcting deficiencies and filling competence gaps, it takes a midwife approach and recognizes the potential in individuals and delivers the abundance in them. The principles of positive psychology and frameworks of socio-emotive intelligence guide the reflective workout in the course, catalyzing, stimulating and rooting new thinking. Ultimately the course promotes self-growth, intentional change and overall life management, while allowing students to rehearse various interpersonal skills relevant for industrial tasks.

scholarly journals Location as method

2017 ◽  
Vol 17 (3) ◽  
pp. 202-216 ◽  
Author(s):  
Suryia Nayak
Keyword(s):  
Ethical Issues ◽  
Constitutive Relationship ◽  
Social Implications ◽  
Specific Reference ◽  
Research Writing ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Writing Practices ◽  
Refugees And Asylum Seekers ◽  
Practical Implications

Purpose This paper grapples with a number of intersecting predicaments to frame a necropolitical question of who is allowed to inhabit and survive the locations of research, writing and the academy? Drawing on Lorde’s thinking about “historical amnesia” as an example of the mutually constitutive relationship between content and method, the purpose of this paper is to argue that putting a hypervigilant anti-racist remembering to work tells us that there is nothing contemporary about questions of: “why isn’t my professor black? And, why is my curriculum white?”. Design/methodology/approach The intersection of diverse theoretical frameworks demonstrate a transgression of disciplinary borders. This paper includes the use of conceptual frameworks such as the impossibility of hospitality, historical amnesia, habitation and location. The design of this piece also has detailed critical deconstructive discourse analysis of extracts from a published co-written chapter. Findings An ethic of research methodology must inhabit the aporia of the mutually constitutive relationship between method and content. Location is an intervention and method rather than a place to go or position. Research limitations/implications There is a need to inhabit the tension of implicated necropower relations in research and writing practices. Practical implications Practical implications include rethinking methodology and applications of black feminist theory to ethical issues of research and writing with specific reference to co-writing. Social implications There are social implications in regards to community engagement and political activism with refugees and asylum seekers. Originality/value This paper presents an examination of tension as methodology rather than methodology to resolve tensions based on deconstruction of issue of co-writing.

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