The task of translating a literary text often poses the challenge of choosing between content and form. This is, of course, conspicuous in the translation of poetry where meaning and form are indissoluble and constitute an organic whole. Prose translation can be equally exigent. Its narratological ingenuity and nuances in style demand not only verbal dexterity but also the ability to capture the magic concealed in the author’s imagery. In order to produce a version that is pertinent and meaningful to the modern reader, the translator of both poetry and prose takes certain liberties with regard to the source text but inevitably faces the challenge of fidelity to its original language and content.
This three-day event—a two-day conference followed by a workshop on the third day—aims to interrogate the multiple and overlapping global processes underlying three emergent relational fields or modes of enquiry: precarity, populism and post-truth politics. As a network, we are committed to the pursuit of arguments and ideas that will foster articulation of research questions and positions and the construction of one or more interlinked, interdisciplinary projects. We seek to identify the interconnections between precarity, populism and post-truth politics in ways that will enable the development of cross-cutting thematic and theoretical approaches to these manifestations of global inequality, injustice and tension.
Writing, the State, and the Rise of Neo-Nationalism: Historical Contexts and Contemporary Concerns
Shakespeare, Traffics, Tropics
Asian Shakespeare Association Conference
Manila, May 28-30, 2018
Apemantus: Traffic confound thee, if the gods will not!
Merchant: If traffic do it, the gods do it.
Timon of Athens 1.1
Autolycus: My traffic is sheets!
Winter’s Tale 4.3
Twenty-seven years ago, Approaches to Teaching Medieval English Drama, edited by Richard K. Emmerson, presented possibilities for engaging students in the literary, theoretical, historical, and performative explorations of the field. Scholarship in the intervening decades has expanded these approaches and introduced new ones. Manuscript digitization, 3-D modeling of medieval cities, and online databases provide research and instructional opportunities far beyond those available in 1990. Research on Teaching and Learning and rhetorical pedagogies have demonstrated the importance of educational research and strong theoretical approaches. The panel welcomes theoretical and practical discussions of teaching all pre-modern drama.
The idea of world literature has seen an unparalleled resurgence in the last two decades or so. Through large-scale research grants, publishing programmes, and curricula development it is threatening to become the new critical common sense across the humanities, and particularly in literature departments. However, both in the nineteenth-century idea of Weltliteratur (Goethe, Marx-Engels) and in its more recent revival as the new comparative literature, world literature has many and important genealogical entanglements with colonial/postcolonial histories, and only in recent years have we begun to explore these links critically. Unlike the paradigm of comparative literature, for instance, world literature relies on ‘a translatability assumption’.
As researchers, no matter our subject, we commit ourselves to a process of generating, analysing and debating ideas. In working towards completion, we continue to gather and negotiate an increasing number of ideas, always looking to constellate them in rich and innovative ways. As these constellations expand and contract, as the ideas fall in and out of view, the documents we retain begin to record a far more expansive sphere of possibility than can be accounted for in a single thesis.
Education, Society & Reform Research (EDUSREF 6-7 April 2018)
“Improving Education as a Social System in the face of Future Challenges”
Education, Society & Reform Research (EDUSREF-2018) is an International Conference that aims to bridge the knowledge gap, promote social research esteem, and produce democratic information for potential education reforms.
The expansion of bilingual and multilingual education in an increasingly globalised world involves a series of intrinsic challenges to which both teachers and students respond with changes and innovations – technological, methodological or procedural – with respect to the traditional model of learning-teaching. In parallel with this, it also offers an interesting field of study to undertake research into the learning of a language in all its domains – linguistic, social, or cultural – not only from theoretical approaches, but also in order to uncover areas of improvement and good practice.
“One can get to the figure by making clear that every discourse possesses its counterpart, the object of which it speaks, which is over there, like what it designates in a horizon: sight on the edge of discourse.” —Jean-François Lyotard, Discourse, Figure, 7.
“Perhaps it is no more than an accident that in our two oldest examples figura occurs in combination with nova; but even if accidental, it is significant, for the notion of the new manifestation, the changing aspect, of the permanent runs through the whole history of the word.” —Erich Auerbach, “Figura,” Scenes from the Drama of European Literature, 12.