Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (xxxiv, 366 pages)

ISBN: 9780429667534 , 0429667531 , 9780429021206 , 0429021208 , 9780429664816 , 0429664818 , 9780429662096 , 0429662092

Content: This critical anthology showcases an interdisciplinary forum of scholars sharing a common interest in the analysis, discussion, critique, and dissemination of educational issues impacting Latinos. Drawing on the best of the past 20 years of theJournal of Latinos and Education, the collection highlights work that has been seminal in addressing complex educational issues affecting and influencingthe growing Latina and Latino population. Chapters discussthe production and application ofwisdom and knowledge to real-world problems while engaging and collaborating with the interests of key stakeholders in other sectors outside the "traditional" academy. Organized thematically around issues related to policy, research, practice, and creative and literary works, the collection is sure to extend and encourage novel ways of thinking about the ongoing and emerging questions around the unifying thread of Latinos and education

Note: "Mexican Americans don't value education!" : on the basis of the myth, mythmaking, and debunking / Richard R. Valencia and Mary S. Black -- Funds of knowledge : an approach to studying Latina(o) students' transition to college / Cecilia Rios-Aguilar and Judy Marquez Kiyama -- All for our children : migrant families and parent participation in an alternative education program / Pablo Jasis and Douglas Marriott -- Quantitative intersectionality : a critical race analysis of the Chicana/o educational pipeline / Alejandro Covarrubias -- Challenges facing Hispanic-serving institutions in the first decade of the 21st century / Alfredo G. de los Santos Jr. and Karina Michelle Cuamea -- Nuestro camino : a review of literature surrounding the Latino teacher pipeline / Kelly M. Ocasio -- Francisco Maestas et al. v. George H. Shone et al. : Mexican American resistance to school segregation in the Hispano homeland, 1912-1914 / Ruben Donato, Gonzalo Guzmán, and Jarrod Hanson -- Latino English language learners : bridging achievement and cultural gaps between schools and families / Mary Ellen Good, Sophia Masewicz, and Linda Vogel -- Understanding Latina/o school pushout : experiences of students who left school before graduating / Nora Luna and Anita Tijerina Revilla -- Compartiendo nuestras historias : five testimonios of schooling and survival / Wanda Alarcón, Cindy Cruz, Linda Guardia Jackson, Linda Prieto, and Sandra Rodriguez-Arroyo -- The value of education and educación : nurturing Mexican American children's educational aspirations to the doctorate / Michelle M. Espino -- Mapping and recontextualizing the evolution of the term Latinx : an environmental scanning in higher education / Cristobal Salinas Jr. and Adele Lozano -- Abuelita epistemologies : counteracting subtractive schools in American education / Sandra M. Gonzales -- Sustaining a dual language immersion program : features of success / Iliana Alanís and Mariela A. Rodríguez -- Beginning with el barrio : learning from exemplary teachers of Latino students / Jason G. Irizarry and John Raible -- The relationship between a college preparation program and at-risk students' college readiness / Jennifer T. Cates and Scott E. Schaefle -- Latina/o parent organizing for educational justice : an ethnographic account of community building and radical healing / Kysa Nygreen -- Dream big : exploring empowering processes of DREAM Act advocacy in a focal state / Brad Forenza and Carolina Mendonca -- Multiple ethnic, racial, and cultural identities in action : from marginality to a new cultural capital in modern society / Henry T . Trueba.

Additional Edition: Print version: Critical readings on Latinos and education. New York, NY : Routledge, 2019 ISBN 9780367075262

Language: English

Keywords: Electronic books. ; Electronic books.

DOI: 10.4324/9780429021206

URL: https://www.taylorfrancis.com/books/9780429021206

URL: lizenzpflichtig

UID:

Format: 1 Online-Ressource (107-121 p.)

ISBN: 9789585583634

Content: This reflective is developed around Sensitive Education and its resonances with learning contexts where the development of imagination, sensory, perception, emotions, thoughts and feelings are favored towards to the strengthening of people ́s creating abilities. The core premises, around which experiences deployed are referenced in this text and confiigured in response to the intention of fostering a reflexive approach to the Orality ́s languages as a field of deep poiesics resonances, from which the emergency is possible for alternatives that privilege the configuration of a non-parameterized world sensitivity; validating the communicative-expressive power of Orality as a space of interaction, co-creation and reinvention capable to realize that we are a body in a sensitive relationship with other bodies

Content: El presente ejercicio reflexivo se desarrolla en torno a la Educación Sensible y sus resonancias con los contextos de aprendizajes donde se privilegien el desarrollo de la imaginación, la sensorialidad, la percepción, las emociones, los pensamientos y los sentimientos en pro del fortalecimiento de las facultades creadoras de las personas. Las premisas ejes, en torno a las cuales se desplegaron las experiencias que son referenciadas en este texto se configuraron en respuesta a la intensión de propiciar una aproximación reflexiva a los lenguajes de la Oralidad como campo de profundas resonancias poiésicas, desde donde resulta posible la emergencia de alternativas que propician la configuración de una sensibilidad de mundo no parametrizada; validando la potencia comunicativo- expresiva de la Oralidad como espacio de interacción, cocreación y reinvención capaz de dar cuenta del cuerpo que somos en relación sensible con otros cuerpos

Note: Spanish

Language: Undetermined

URL: kostenfrei

UID:

Format: 1 Online-Ressource (434 p.)

ISBN: 9786559543373

Content: The collection “Education beyond capital and educational policies in Latin America”, organized by Henrique Tahan Novaes, brings together a set of thirteen chapters with texts resulting from research that analyze educational policies in Latin America as well as the resistance and construction of alternatives education by some of its social movements. In the context of Latin America, Chapter 2, by Henrique Tahan Novaes and Julio Hideyshi Okumura, discusses “The role of Foundations, NGOs and institutes in the destruction of public education in Latin America”. Two chapters bring reflections on education in Argentina: Chapter 1 - Educational policies in Argentina: the right to education in dispute - by Esther Levy; and Chapter 12 -The Facultad Abierta Program, of decades with recovered and self-managed companies - by Andres Ruggeri. Different reflections on education in Brazil, notably on the construction by the MST of educational alternatives, are in five chapters: Chapter 5, written by Messilene Gorete da Silva and Rosana Cebalho Fernandes, deals with The Florestan Fernandes National School and its organization formative; Chapter 6 - presents an exposition on “Political formation in the MST: reflections on the repercussions of the water crisis in the struggle for land”, written by Marília Fonseca Del Passo and Fabiana de Cássia Rodrigues; in Chapter 7, by Henrique Tahan Novaes and João Henrique Pires, the “Contributions of the MST Agroecology Schools for the formation of an educational system beyond capital” are analyzed; in Chapter 8, the “Movement of Landless Rural Workers (MST): educational background, gender and pandemic”, by Neusa Maria Dal Ri; Chapter 11 brings “An assessment of the performance of Cooperative Incubators in Brazil”, by Felipe Addor. Reflections on the survival of public education in Chile can be found in Chapter 3, “Educación en Chile: Pensar lo Público en el ‘oasis’ neoliberal”, by Rodrigo Sánchez, Edmonson and Erick Valenzuela Bello. Chapter 10 is entitled “Class struggle and popular education in El Salvador: peasant communities and their historical legacy of self-organization”, written by María Gabriela Guillén Carías. In Chapter 4, an analysis is made of the “Intervención educacao y trabajo comunitario en México”, by Ana Alicia Peña López and Nashelly Ocampo Figueroa. On Uruguay, Chapter 9 focuses on “Escuela de formación de la FUCVAM: unaexperience de formación uruguayan”, written by Juan Zerboni. The collection closes with chapter 13, bringing a text with a set of four reflections by Renato Dagnino on Science, Technology and Society; Solidary Technoscience; on “Bem Viver” and on the curriculum of university extension in Brazil

Content: A coletânea “Educação para além do capital e políticas educacionais na América Latina”, organizada por Henrique Tahan Novaes, aglutina um conjunto de treze capítulos com textos resultantes de pesquisas que fazem análise das políticas educacionais na América Latina bem como da resistência e construção de alternativas educacionais por alguns de seus movimentos sociais. No âmbito da América Latina, o Capítulo 2, de Henrique Tahan Novaes e Julio Hideyshi Okumura, discorre sobre o “O papel das Fundações, ONGs e institutos na destruição da educação pública na América Latina”. Dois capítulos trazem reflexões sobre a educação na Argentina: o Capítulo 1 - Políticas educativas en Argentina: el derecho a la educación en disputa - de Esther Levy; e o Capítulo 12 -El Programa Facultad Abierta, dos décadas con las empresas recuperadas y autogestionadas - de Andres Ruggeri. Diferentes reflexões sobre a educação no Brasil, notadamente sobre a construção pelo MST de alternativas educacionais, estão em cinco capítulos: o Capítulo 5, escrito por Messilene Gorete da Silva e Rosana Cebalho Fernandes, trata d’A Escola Nacional Florestan Fernandes e a sua organização formativa; o Capítulo 6 - faz uma exposição sobre a “Formação política no MST: reflexões sobre as repercussões da crise hídrica na luta pela terra”, escrito por Marília Fonseca Del Passo e Fabiana de Cássia Rodrigues; no Capítulo 7, de Henrique Tahan Novaes e João Henrique Pires, analisam-se as “Contribuições das Escolas Agroecologia do MST para a formação de um sistema educacional para além do capital”; no Capítulo 8, é tratado sbore o “Movimento dos Trabalhadores Rurais Sem Terra (MST): formação educacional, gênero e pandemia”, de Neusa Maria Dal Ri; o Capítulo 11 traz “Um balanço da atuação das Incubadoras de Cooperativas no Brasil”, de Felipe Addor. Reflexões sobre a sobrevivência da educação pública no Chile, encontram-se no Capítulo 3, “Educación en Chile: Pensar lo público en el ‘oasis’ neoliberal”, de Rodrigo Sánchez, Edmonson e Erick Valenzuela Bello. O Capítulo 10, tem por título “Luta de classes e educação popular em El Salvador: comunidades camponesas e seu legado histórico de auto-organização”, escrito por María Gabriela Guillén Carías. No Capítulo 4, é feita uma análise sobre a “Intervención educativa y trabajo comunitario en México”, de Ana Alicia Peña López e Nashelly Ocampo Figueroa. Sobre o Uruguai, o Capítulo 9 foca a “Escuela de formación de la FUCVAM: una experiencia de formación uruguaya”, redigido por Juan Zerboni. A coletânea é fechada com o capítulo 13, trazendo um texto com um conjunto de quatro reflexões de Renato Dagnino sobre Ciência, Tecnologia e Sociedade; Tecnociência Solidária; sobre o “Bem Viver” e sobre a curricularização da extensão universitária no Brasil

Note: Portuguese

Language: Undetermined

URL: kostenfrei

UID:

Series Statement: Aguilar, X. (2009). El juego y el arte como lineamientos metodológicos privilegiados por el referente curricular, en el proceso educativo de los preescolares de la ciudad de Cuenca. Recuperado de: http://www.lareferencia.info/vufind/Record/EC_c30bc1d7e9af988d6a121f0c125d79f1 Alvarado, M. (s.f.). Educación alternativa. Recuperado de: http://www.cecies.org/articulo.asp?id=235

Content: Este artículo surge como producto de un proyecto de investigación realizado en el transcurso del año 2019 en una institución privada de Floridablanca. En este proceso se evidenció como problemática la escuela tradicional y para ello se generó un diseño de interacción pedagógica con base en las actividades rectoras de la educación inicial, utilizando como método de enseñanza los centros de interés propuestos por Decroly, esto con el fin potenciar las habilidades (cognitivas, corporales, sociales, comunicativas) en niños y niñas de 1 a 4 años. Para la recolección de datos se empleó como técnica: la observación participante y como instrumentos: el diario de campo y la fotografía; a partir de los datos recogidos se pudo evidenciar que las actividades rectoras sí se convierten en un puente para potenciar dichas habilidades.

Content: Introducción11. Delimitación del problema21.1 Descripción del problema21.2 Objetivos41.2.1 General41.2.2 Específicos41.3. Justificación52. Marco de referencia72.1 Marco contextual72.2 Marco legal102.3 Estado de arte122.4 Marco teórico173. Diseño metodológico253.1 Resultados323.2 Conclusiones404. Referencias425. Anexos46

Content: Pregrado

Content: This article arises as a product of a research project carried out in the course of 2019 in a private institution of Floridablanca.In this process, the traditional school was identified as a problem and, to this end, a design of pedagogical interaction was created based on the activities leading to initial education, using as teaching method the centres of interest proposed by Decroly, this with the aim of enhancing the skills (cognitive, corporal, social, communicative) in boys and girls from 1 to 4 years. Data collection was used as a technique: participant observation and as instruments: field diary and photography; From the data collected, it could be seen that the leading activities do become a bridge to enhance these skills.

Language: Spanish

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: Online-Ressource (267 p)

Edition: Online-Ausg. Santa Fe, Arg e-libro 2011 Recurso electronico; Disponible via World Wide Web

ISBN: 9789587410570

Note: Diásporas y asociaciones en América / Jesús Ferro BayonaApertura Cátedra Fulbright-UniNorte / Ann C. Mason -- Una mirada a Norteamérica desde la educación superior en Colombia / Carmen Helena de Peña -- Introducción -- Constructing authority alternatives on the periphery: vignettes from Colombia / Ann C. Mason -- Colombia: Conflicto y postconflicto en el ámbito internacional / Roberto González Arana -- Lecciones del proceso de paz salvadoreño para Colombia / Héctor Perla -- Buenas Prácticas para superar el conflicto: El caso de los Montes de María / Alexandra García Irragorri, Jair Vega Casanova, Pedro Montero Linares, Carlos Javier Velásquez, Yira Segrera Ayala -- Los retos de la “transición” y la justicia transacional / Jaime Sandoval Fernández -- Markings - The moral imagination of survival among child soldiers and displaced communities in Guatemala and Colombia / Victoria Sanford -- Las humanidades en la encrucijada de la globalización / Abril Trigo -- La nueva política geográfica indígena en América Latina / Karl Offen -- Best practices in post-conflict: Higher education as bridge in Tetovo, Macedonia / Karen Greiner -- Adaptación al cambio climático en Colombia / Ricardo José Lozano Picón, María Margarita Gutiérrez -- Voces independientes (CINE) / Carlos Franco , Recurso electronico; Disponible via World Wide Web

Language: Spanish

URL: Volltext

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Format: Online-Ressource

Content: Das Hauptziel der vorliegenden Forschungsarbeit ist eine systematische Analyse der Situation der Menschenrechtsbildung in Kolumbien aus pädagogischer und erziehungswissenschaftlicher Sicht. Zu diesem Zweck ist es notwendig, zeitliche Referenzpunkte festzulegen, die für die Entwicklung der Fragestellungen der Arbeit maßgeblich waren. Dazu gehören zum Beispiel die Maßnahmen der UNO (Vereinte Nationen) und deren Empfehlungen an Kolumbien zur Einführung politischer Strategien, besonders in Bezug auf die Verbreitung und den Schutz der Menschen- und Kinderrechte sowie des Rechts auf Bildung. Die Analyse ermöglicht es, sowohl die Umsetzung dieser Strategien in Schulen bzw. im Bildungssystem als auch deren Entwicklung in Kolumbien insgesamt zu beobachten. Zur Darstellung der Ergebnisse werden spezifische Beispiele aus der Praxis herangezogen. Es ist zwar notwendig, die schwierige Realität und die allgemeine Menschenrechtssituation in Kolumbien zu verstehen, dennoch konzentriert sich die Forschungsarbeit nicht auf dieses Thema. Vielmehr definiert die Realität Kolumbiens die Herausforderungen und Ansprüche, denen sich die Menschenrechtsbildung stellen muss, wie beispielsweise Gender- und Ethniendiskriminierung sowie Analphabetentum. Die Forschungsarbeit wird versuchen, die internen und externen Faktoren zu identifizieren, die auf Erziehungs- und pädagogische Erfahrungen in Zusammenhang mit Menschenrechtsbildung einwirken und diese verändern. Diese Faktoren stehen mit im Zusammenhang mit soziopolitischer Gewalt, aber auch mit dem Anspruch der modernen Gesellschaft an demokratische und partizipative Werte wie Toleranz, Respekt, Solidarität oder Freiheit, die ihren Ausdruck im Völkerrecht, im nationalen Recht Kolumbiens und in der Bildungspolitik finden. Die Analyse der Menschenrechtssituation in Kolumbien umfasst nicht nur den politischen und gesetzlichen Rahmen, sondern auch die pädagogische und Bildungspraxis. In diesem Zusammenhang werden bestimmte kolumbianische Erfahrungen herangezogen. Zusätzlich wird eine Erfahrung aus Deutschland vorgestellt, anhand derer die Grundansätze der Menschenrechtsbildung in einem sozialen, ökonomischen, politischen und kulturellen Kontext erörtert werden. Schule und Pädagogik sind von zentraler Bedeutung für den sozialen Wandel. Daher ist es notwendig aufzudecken, wie Menschenrechte in den Schullehrplänen umgesetzt werden und inwieweit Veränderungen in der Schule einen Einfluss auf die kollektive Vorstellung von Menschenrechten haben. Die Schule nimmt aktiv an der Bildung pädagogischer, kultureller, axiologischer und kognitiver Vorstellungen teil. Diese werden durch das Curriculum ausgewiesen und im schulischen Alltag ausgeführt. Auf Grundlage der in Kolumbien durchgeführten Programme und Projekte und indem vorhandene Herausforderungen und Schwachstellen der Realität Kolumbiens einerseits und zur Menschenrechtsbildung erforderliche Fähigkeiten andererseits aufgedeckt werden, können innovative Alternativen entwickeln werden, die den Erwartungen an eine verbesserte Menschenrechtsbildung entgegenkommen.

Note: Heidelberg, Univ., Diss., 2012

Additional Edition: Erscheint auch als Druck-Ausgabe Romero Fontecha, Luz-Adriana El estado de la educación y la pedagogía en derechos humanos en Colombia 2012

Former: Menschenrechtsbildung und Pädagogik in Kolumbien: eine Alternative zur Förderung des gesellschaftlichen Engagements und des Friedens in Kriegszeiten durch einen Wandel im Bildungssystem

Language: Spanish

Subjects: Education

Keywords: Kolumbien ; Menschenrecht ; Bildung ; Pädagogik ; Hochschulschrift

DOI: 10.11588/heidok.00013919

URN: urn:nbn:de:bsz:16-heidok-139198

URL: Volltext  (kostenfrei)

URL: Volltext

URL: Volltext

URL: Volltext  (kostenfrei)

URL: Unbekannt

UID:

Format: XIII, 244 S. , graph. Darst.

ISBN: 9780415895897

Series Statement: Routledge research in education 82

Content: Introduction -- The rationale for writing this book -- The hegemonic role of western epistemology -- Introduction -- The epistemic and economic marginalization of the south -- The superiority claims of western hegemonic epistemology -- He ecological consequences of western hegemonic epistemology -- A critique of western hegemonic epistemology from within -- Indigenous knowledge systems, sustainability, and education in the south -- Introduction -- Indigenous people and indigenous knowledges -- Indigenous ecological knowledges -- The co-existence of western and indigenous knowledge systems. CHAT and expansive learning -- Another knowledge system in the south : Islamic knowledge production -- Education in the global south. What kind of knowledges? What kind of education? -- Indigenous knowledges and education : the case of South Africa -- Introduction -- African renaissance -- The Xhosa worldviews and knowledge production -- Land, sustainability, and sustainable development -- Education policy in South Africa after 1994 -- Indigenous knowledges, education, and sustainable development -- Conclusion -- Education in Sudan and South Sudan : tension and struggles between epistemologies -- Introduction -- The Islamist hegemonic political discourse -- The Islamist educational discourse -- The political discourse in the south -- Education in the south as "secondary" resistance -- The new nation : South Sudan and sustainable development -- The educational discourse of Cuba : an epistemological alternative for other countries in the south? -- Introduction -- Indigenous knowledges and sustainability -- The educational discourse: social and cultural capital -- The genesis of the Cuban education system -- An alternative discourse : independence, indigenization, and inclusiveness -- Indigenous knowledges and sustainability -- What others say about the education system in Cuba -- Conclusion -- The cognitive violence against minority groups : the case of the Mapuche in Chile -- Introduction -- The situation of the Mapuche -- Education in Chile : Marco curricular -- EIB (Educación Intercultural Bilingüe) -- The Mapuche struggle for territorial and cognitive rights -- Conclusion -- Protest and beyond : a case for optimism?

Note: Includes bibliographical references and index , Introduction -- The rationale for writing this book -- The hegemonic role of western epistemology -- Introduction -- The epistemic and economic marginalization of the south -- The superiority claims of western hegemonic epistemology -- He ecological consequences of western hegemonic epistemology -- A critique of western hegemonic epistemology from within -- Indigenous knowledge systems, sustainability, and education in the south -- Introduction -- Indigenous people and indigenous knowledges -- Indigenous ecological knowledges -- The co-existence of western and indigenous knowledge systems. CHAT and expansive learning -- Another knowledge system in the south : Islamic knowledge production -- Education in the global south. What kind of knowledges? What kind of education? -- Indigenous knowledges and education : the case of South Africa -- Introduction -- African renaissance -- The Xhosa worldviews and knowledge production -- Land, sustainability, and sustainable development -- Education policy in South Africa after 1994 -- Indigenous knowledges, education, and sustainable development -- Conclusion -- Education in Sudan and South Sudan : tension and struggles between epistemologies -- Introduction -- The Islamist hegemonic political discourse -- The Islamist educational discourse -- The political discourse in the south -- Education in the south as "secondary" resistance -- The new nation : South Sudan and sustainable development -- The educational discourse of Cuba : an epistemological alternative for other countries in the south? -- Introduction -- Indigenous knowledges and sustainability -- The educational discourse: social and cultural capital -- The genesis of the Cuban education system -- An alternative discourse : independence, indigenization, and inclusiveness -- Indigenous knowledges and sustainability -- What others say about the education system in Cuba -- Conclusion -- The cognitive violence against minority groups : the case of the Mapuche in Chile -- Introduction -- The situation of the Mapuche -- Education in Chile : Marco curricular -- EIB (Educación Intercultural Bilingüe) -- The Mapuche struggle for territorial and cognitive rights -- Conclusion -- Protest and beyond : a case for optimism?

Language: English

Subjects: Education

Keywords: Südliche Hemisphäre ; Bildungswesen ; Bildungspolitik

Author information: Breidlid, Anders 1947-

UID:

Format: xiii, 244 p. : , ill.

Edition: Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.

Series Statement: Routledge research in education ;

Note: Introduction -- The rationale for writing this book -- The hegemonic role of western epistemology -- Introduction -- The epistemic and economic marginalization of the south -- The superiority claims of western hegemonic epistemology -- He ecological consequences of western hegemonic epistemology -- A critique of western hegemonic epistemology from within -- Indigenous knowledge systems, sustainability, and education in the south -- Introduction -- Indigenous people and indigenous knowledges -- Indigenous ecological knowledges -- The co-existence of western and indigenous knowledge systems. CHAT and expansive learning -- Another knowledge system in the south : Islamic knowledge production -- Education in the global south. What kind of knowledges? What kind of education? -- Indigenous knowledges and education : the case of South Africa -- Introduction -- African renaissance -- The Xhosa worldviews and knowledge production -- Land, sustainability, and sustainable development -- Education policy in South Africa after 1994 -- Indigenous knowledges, education, and sustainable development -- Conclusion -- Education in Sudan and South Sudan : tension and struggles between epistemologies -- Introduction -- The Islamist hegemonic political discourse -- The Islamist educational discourse -- The political discourse in the south -- Education in the south as "secondary" resistance -- The new nation : South Sudan and sustainable development -- The educational discourse of Cuba : an epistemological alternative for other countries in the south? -- Introduction -- Indigenous knowledges and sustainability -- The educational discourse: social and cultural capital -- The genesis of the Cuban education system -- An alternative discourse : independence, indigenization, and inclusiveness -- Indigenous knowledges and sustainability -- What others say about the education system in Cuba -- Conclusion -- The cognitive violence against minority groups : the case of the Mapuche in Chile -- Introduction -- The situation of the Mapuche -- Education in Chile : Marco curricular -- EIB (Educación Intercultural Bilingüe) -- The Mapuche struggle for territorial and cognitive rights -- Conclusion -- Protest and beyond : a case for optimism?.

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: 1 online resource (407 pages)

Series Statement: Benjamins Translation Library ; Volume 157

Content: "The relevance of translation has never been greater. The challenges of the 21st century are truly glocal and societies are required to manage diversities like never before. Cultural and linguistic diversities cut across ideological systems, those carefully crafted to uphold prevailing hierarchies of power, making asymmetries inescapable. Translation Studies have left behind neutrality and have put forward challenging new approaches that provide a starting point for researching translation as a cultural and historical product in a global and asymmetrical world. This book addresses issues arising from the power vested in and arrogated by translation and interpreting either as instruments of change, or as tools to sustain dominant structures. It presents new perspectives and cutting-edge research findings on how asymmetries are fashioned, woven, upheld, experienced, confronted, resisted, and rewritten through and in translation. This volume is useful for scholars looking for tools to raise awareness as to the challenges posed by the pervasiveness of power relations in mediated communication. It will further help practitioners understand how asymmetries shape their experiences when translating and interpreting"--

Note: Intro -- Translating Asymmetry - Rewriting Power -- Editorial page -- Title page -- Copyright page -- Table of contents -- Contributors -- Introduction: Translation and interpreting mediating asymmetries -- References -- Section I. Revisiting the foundations of asymmetry -- Chapter 1. Translating strangers -- 1. Introducing the cosmopolitan stranger -- 2. Strangers in the midst of generalised strangeness -- 3. The significance of the cosmopolitan stranger -- 4. The interpreting stranger: Cesar Millan -- 5. The stranger as ventriloquist: Tania Head -- 6. Conclusion: Strangeness and the mediation of distance -- References -- Chapter 2. Negotiating asymmetry: The language of animal rights and animal welfare -- 1. Introduction -- 2. Articulating the human/non-human animal relationship -- 3. Politics and the discourse on animal welfare and animal rights -- 4. Welfare, sentience and rights - cross-linguistic and cross-cultural issues -- 4.1 Animal sentience -- 4.2 Animal rights -- 5. Translation as engagement, translators as activists -- 6. Concluding remarks -- References -- Chapter 3. Helpers, professional authority, and pathologized bodies: Ableism in interpretation and translation -- 1. Introduction -- 2. Dis/ability as a framework -- 3. The imbalance of power within helping professions -- 4. The interpretation profession -- 5. Professionalism in interpreting as power over dis/abled -- 6. Concluding remarks -- References -- Chapter 4. An information asymmetry framework for strategic translation policy in multinational corporations -- 1. Introduction -- 2. Multinational firms and information asymmetry -- 3. Language policy in multinational firms -- 4. The central role of translators and interpreters -- 5. A framework for strategic translation policy -- 6. Additional factors -- 7. Conclusion -- References. , Chapter 5. Tom, Dick and Harry as well as Fido and Puss in boots are translators: The implications of biosemiotics for translation studies -- 1. Introduction -- 2. Non-Professional Interpreting and Translation (NPIT) -- 3. Biosemiotics -- 3.1 Theoretical biosemiotics -- 3.2 Applied biosemiotics -- 4. Implications -- 5. Conclusion -- References -- Section II. Unveiling the structure -- Chapter 6. Child language brokering in Swedish welfare institutions: A matter of structural complicity? -- 1. Introduction -- 2. Perspectives on child language brokering -- 3. Structural complicity: A broader definition for a closer look -- 4. Material and methods -- 5. Analysis and results -- 5.1 Child language brokers -- 5.2 Public service professionals -- 6. Concluding discussion -- References -- Chapter 7. Responsibility, powerlessness and conflict: An ethnographic case study of boundary management in translation -- 1. Introduction: When something feels amiss in the field -- 2. Exploring conflicts -- 2.1 Defining conflict -- 2.2 Studies on conflicts in translation research -- 3. Case study and methods -- 3.1 An ethnography of multiple sites: TechCo and TransAg -- 3.2 Method -- 4. Results -- 4.1 The customer perspective -- 4.2 The translation agency perspective -- 5. Discussion: Insights from organisational studies and reconceptualisation -- 6. Conclusions -- References -- Appendix 1. Interview guideline -- Chapter 8. Of places, spaces, and faces: Asymmetrical power flows in contemporary economies of translation and technologies -- 1. Introduction -- 2. Economy and power in a digital world -- 2.1 The digital economy -- 2.2 The digital translation economy -- 2.3 The places, spaces, and flows of digital (translation) economies -- 3. Examples of translation spaces within developing digital translation economies -- 3.1 Indigenous first nations. , 3.2 Arctic indigenous inuit -- 4. Conclusion -- References -- Chapter 9. Translating values: Policymakers interpreting interpretation in the 2018 Aquarius refugee ship crisis -- 1. Introduction -- 2. Professionals and non-professionals - e pur si muove -- 2.1 Planning for human crises - The views of interpreting and translation studies -- 2.2 A window into the values of policymakers shaping translation and interpreting conditions -- 3. Acting politically - Migration policies as a context for the Aquarius refugee ship crisis (2018) -- 3.1 The European and Spanish contexts -- 3.2 The "new" Valencian government: Promises of change -- 4. Managing the Aquarius refugee ship crisis in 2018 -- 4.1 A perfect storm -- 4.2 Ready, steady... -- 4.3 Activation -- 4.4 Implementation -- 4.5 Assessment -- 5. Values and epistemologies - intertwined? -- 6. Conclusions -- Funding -- References -- Chapter 10. EU institutional websites: Targeting citizens, building asymmetries -- 1. Introduction -- 2. Institutional websites as a tool of political marketing and engagement in institution-to-citizen communication -- 3. Localisation of EU websites: Translators' agency in institutional guidelines -- 4. Expectancy norms: Transformations of administrative discourse in Post-Communist Poland -- 5. Corpus design: Institutional websites for citizens -- 6. Analysis of the digital Eurolect: The discursive construction of power and distance in institutional communication -- 6.1 EUese, terminology and a grade of specialisation -- 6.2 Engagement: The discursive construction of the institution-citizen relationship -- 7. Conclusions -- Funding -- References -- EU institutions' websites -- Polish institutions' websites -- Section III. Resisting asymmetries -- Chapter 11. Translation, multilingualism and power differential in contemporary African literature -- 1. Introduction. , 2. Asymmetry between the postcolony and the colonial metropole -- 3. Asymmetry within the African postcolony -- 4. Asymmetry within the colonial metropole -- 5. Conclusion -- References -- Chapter 12. Small yet powerful: The rise of small independent presses and translated fiction in the UK -- 1. Introduction -- 2. 2001: A turning point for translated fiction -- 3. The data: The Booker Prize, the Man Booker International Prize, and the Independent Foreign Fiction Prize -- 4. Gender: Closing the gender gap in translated fiction? -- 5. Publishers: Smaller presses lead the way in translated fiction -- 6. Source language and country: Slow but significant shifts towards diversity -- 7. Translated fiction: Times of change and the role of activism -- 8. Conclusion: Power dynamics in translated fiction: Revolution and consolidation -- References -- Chapter 13. Against the asymmetry of the post-Francoist canon: Feminist publishers and translations in Barcelona -- 1. Introduction: Interrelating three subaltern histories: The history of women, the history of translation and the history of feminist publishing -- 2. Feminist publishing platforms of the second wave -- 3. Notes on feminisms, Francoism and post-Francoism -- 4. The first feminist publishing projects in post-Francoist Barcelona -- 4.1 "Colección Feminismo" (1977-1979) -- 4.2 "La Educación Sentimental" (1977-1984) -- 5. LaSal, Edicions de les Dones (1978-1990), the first feminist publishing house in Spain -- 5.1 Six series -- 5.2 A last transnational legacy: The IV International Feminist Book Fair (1990) -- 6. Conclusions: Combating "the great defeat" -- Funding -- References -- Chapter 14. Citizens as agents of translation versions: The polyphonic translation -- 1. Introduction -- 2. The story of Famagusta and the emergence of the project -- 3. The translation project: Process and product. , 3.1 Initiation and phases of the translation project -- 3.2 Inconsistencies in the translation product -- 4. Memory, citizenship, and the polyphonic translation -- 5. Conclusions -- Acknowledgements -- References -- Chapter 15. (Re)locating translation within asymmetrical power dynamics: Translation as an instrument of resistant conviviality -- 1. Introduction -- 2. (Re)thinking translation beyond bridge-building -- 3. Understanding (non) translation as politics and in the light of translation policy -- 4. Exploring alternative, resistant translation policies inspired by the ideal of social conviviality -- 5. (Not) to conclude, but merely to continue translating: Translation as a never-ending dialogue -- Funding -- References -- Chapter 16. Agency and social responsibility in the translation of the migration crisis -- 1. Introduction -- 2. Case 1: Illegal or irregular? -- 3. Case 2: The children of the "Jungle" -- 4. The translator's agency -- 5. Ethics and social responsibility in the translation profession -- Acknowledgements -- References -- Index.

Additional Edition: ISBN 90-272-5972-0

Language: English

Keywords: Essays.

UID:

ISSN: 1390-1249

In: Iconos, Quito, 1997, (2021), 69.0, Seite 99-122, 1390-1249

In: year:2021

In: number:69.0

In: pages:99-122

Language: Spanish

DOI: 10.17141/iconos.69.2020.4470

URL: Volltext  (kostenfrei)