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Translating Identity and the Identity of Translation
Editor: Madelena Gonzalez and Francine Tolron
Date Of Publication: Oct 2006
Isbn13: 9781847180438
Isbn: 1-84718-043-4
The aim of this volume is to use the problematic of translation in both its metaphorical and literal acceptations in order to explore the concept of identity and its manifestations in cultural, artistic and literary production, particularly, but not exclusively, in postcolonial societies which have recently undergone profound upheaval. The changing nature of identity in its local and global manifestations is examined as well as the manner in which an identity may be “translated” for the consumption of a specific market. To what extent can translation and the adaptation that it implies furnish access to a foreign culture? Is it possible or even desirable to attempt to transcend cultural barriers through translation and/or adaptation, whether the translator’s agenda be literary, political, ethical or even metaphysical? When we attempt to transfer meaning from one medium or language to another what are the challenges and pitfalls facing the cultural interpreter or “translator”. In an era of late-capitalist globalisation of culture has homogenisation replaced local specificity or is the latter merely recuperated as a facet of marketing strategy? These are some of the questions which will be addressed by the authors of the pieces collected here as they seek to negotiate a philosophy of translation for the beginning of the twenty-first century.
Madelena Gonzalez is Professor of English Literature at Avignon University but has also taught translation for many years. Her most recent publication is, Fiction after the Fatwa: Salman Rushdie and the Charm of Catastrophe (2005). She has published widely on contemporary fiction and her latest project is a critical study of the world novel in English. Francine Tolron is professor at Avignon University where she teaches Commonwealth Studies and is in charge of the Masters programme in Literary Translation. She is currently completing a French-New Zealand bilingual anthology to be published in New Zealand in 2007.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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