scholarly journals Translation between Pacification and Polarization

2009 ◽  
Vol 1 (1) ◽  
pp. 25 ◽  
Author(s):  
Salah Basalamah

In the context of the growing lack of understanding and even cultural conflict that plague the heterogeneous societies of today, translation naturally has its place in mass communication. Seen as the privileged locus of intercultural communication, translation is not only the expression of the necessity of intercomprehension between differences, but also, and more importantly, the necessity of the determined search for areas of incommunication (Wolton). Hence, taking into account the difficulties and the points of discord as a priority instead of aiming for compromise and pacific appeasement in the citizen-translational operation takes the shape of an emergency. Translating means, first and foremost, translating that which is not going well, that which we understand the least. In the same vein as Jakobson's project, who suggested the three categories of translation, it is our aim to show the relevance of going beyond those categories in light of a short case study undertaken in the context of the media's discourse in Quebec concerning the management of cultural diversity. It is in this sense that we are submitting, in this article, the outline of an ongoing reflection pertaining to a fourth category of translation, which we will call “inter-referential translation”.

Author(s):  
Xiaochi Zhang

Globalization enters a world in which people of different cultural backgrounds and increasingly comes to depend on one another. To understand and accept cultural differences becomes imperative to be effective in intercultural communication in global society. In this process, translation has played an important role in intercultural mass communication connecting different cultures and different nations. However, people including translators and reporters from another culture sometime misunderstood some incidents and were unbelieving what happened with the specific incident due to mistranslation which resulted in misreports from mass media. Therefore, the author will take Zhai Tiantian’s incident in the U.S.A. as a case and make further analysis of the relationship between language and culture, and the function of translation in the intercultural communication. Finally, the author also discusses how to make intercultural translation better in order to promote intercultural communication between different people from different cultural backgrounds.


Author(s):  
Daria Coppola ◽  
Raffaella Moretti

Linguistic and cultural diversity has always been a fundamental value of the European Union. However, today, due to the current profound crisis, it is in danger of being perceived rather as an obstacle to cooperation. The aim of this paper is to take advantage of the diversity that characterises multiethnic classes, promoting plurilingualism and a dialogical approach to language learning-teaching and to intercultural communication. In a case study, the validity of plurilingualism and of cooperative methodologies, also in language testing, is confirmed by the results relating to the linguistic and intercultural competence of an experimental sample of middle school pupils.


2013 ◽  
Author(s):  
Vida Gudzinskiene ◽  
Asta Januskeviciute ◽  
Neringa Kurpakaitiene

2021 ◽  
pp. 1326365X2110096
Author(s):  
David Bockino ◽  
Amir Ilyas

This article uses an examination of journalism and mass communication (JMC) education in Pakistan as a case study to explore the consequences of increased homogenization of JMC education around the world. Anchored by a qualitative method that relies heavily on actor-network theory, the study identifies key moments and people in the trajectory of five Pakistani programmes and explores the connection between these programmes and the larger JMC organizational field. The study concludes by questioning the efficacy of the current power structures within the supranational JMC organizational field before discussing how these influences could potentially be mitigated moving forward.


2021 ◽  
Vol 10 (6) ◽  
pp. 200
Author(s):  
Willemijn F. Rinnooy Kan ◽  
Virginie März ◽  
Monique Volman ◽  
Anne Bert Dijkstra

Learning to relate to others that differ from you is one of the central aims of citizenship education. Schools can be understood as practice grounds for citizenship, where students’ citizenship is not only influenced by the formal curriculum, but also by their experiences in the context of teacher–student and student–student relations. In this article we therefore investigate how the practice of dealing with difference is enacted in schools. Data were collected through an exploratory multiple case study in four secondary schools, combining interviews and focus groups. Despite the differences between the schools in terms of population and location, in all schools the reflection on the enactment of ‘dealing with differences’ was limited in scope and depth. ‘Being different’ was understood primarily in terms of individual characteristics. Furthermore, in all schools there was limited reflection on being different in relation to teachers and the broader community. Finally, relevant differences for citizenship were confined to the category of ‘ethnic and cultural diversity’. This article calls for preparing teachers to consider a broader array of differences to practice dealing with differences with their students and to support students in reflecting on the societal implications of being different from each other.


Young ◽  
1995 ◽  
Vol 3 (3) ◽  
pp. 38-53 ◽  
Author(s):  
Anders Garpelin ◽  
Sverker Lindblad ◽  
Fritjof Sahlström

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