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Through examples of literary and audiovisual translation teaching practices, Inclusion, Diversity and Innovation in Translation Education places a novel emphasis on equality, diversity and inclusion (EDI) synergising the latest research advancements in EDI and translation curricula. The contributors revisit how languages and translation are currently taught and explore the relevance of EDI values from an interdisciplinary perspective. The chapters contain proposals of best teaching practices and teacher training guidance alongside examples of research-led teaching scenarios. There is a twofold rationale behind this volume: firstly, identifying links between literary and audiovisual translation teaching practices, which often demand great creativity inside and outside the classroom; and, secondly, placing greater emphasis on EDI-focused methods and themes. Following this approach, readers are invited to consider pressing societal issues such as (media) accessibility, intersectionality, LGBTQI+ and race, among others, and to embed them in their language and translation teaching practices. Praise for Inclusion, Diversity and Innovation in Translation Education ‘This collection brings together a diverse group of scholars of various identities and backgrounds to provide us with invaluable lessons on how to increase a sense of belonging in university classrooms, especially among minoritised students. An inspiring and empowering archive of justice-oriented translation pedagogies.’ Emek Ergun, University of North Carolina at Charlotte ‘A topical and thorough manual for academics, instructors, professional translators and apprentices who will gain a critical insight into the need to develop competences about EDI during the educational years.’ Marcella De Marco, London Metropolitan University ‘A rich, kaleidoscopic collection that breathes life into EDI by weaving technological advances, intersectionality, accessibility and social justice into audio-visual and literary translation classrooms.’ Şebnem Susam-Saraeva, University of Edinburgh
This publication sheds light on the evidence base that can be used to redesign initial and continuing teacher education to help practitioners effectively teach diverse students.
Teaching Diversity and Inclusion: Examples from a French-Speaking Classroom explores new and pioneering strategies for transforming current teaching practices into equitable, inclusive and immersive classrooms for all students. This cutting-edge volume dares to ask new questions, and shares innovative, concrete tools useful to a wide variety of classrooms and institutional contexts, far beyond any disciplinary borders. This book aims to instill classroom approaches which allow every student to feel safe to share their truth and to reflect deeply about their own identity and challenges, discussing course design, assignments, technologies, activities, and strategies that target diversity and inclusion in the French classroom. Each chapter shares why and how to design an inclusive community of learners, including opportunities to promote interdisciplinary approaches and cross-disciplinary collaborations, exploring cultures and underrepresented perspectives, and distinguishing unconscious biases. The essays also provide theoretical and practical strategies adaptable to any reflective teacher desiring to create a welcoming, inclusive classroom that draws in students they might not otherwise attract. This long overdue work will be ideal for both undergraduate and graduate students and administrators seeking fresh approaches to diversity in the classroom.
Translation studies as a discipline has grown enormously in recent decades. Contributions to the discipline have come from a variety of fields, including machine translation, history, literature, philosophy, linguistics, terminology, signed language interpreting, screen translation, translation pedagogy, software localization and lexicography. There is evidently great diversity in translation studies, but is there much unity? Have the different branches of translation studies become so specialized that they can no longer talk to each other? Would translation studies be strengthened or weakened by the search for or the existence of unifying principles? This volume brings together contributions from feminist theory, screen translation, terminology, interpreting, computer-assisted translation, advertising, literature, linguistics, and translation pedagogy in order to counter the tendency to partition or exclude in translation studies. Machine translation specialists and literary translators should be found between the same book covers, if only because the nomadic journeying of concepts is often the key to intellectual discovery and renewal. Celebrating our differences does not mean ignoring what we have in common. Unity in Diversity offers a valuable overview of the current state of translation studies from both theoretical and practical perspectives and makes an important contribution to debates on the future direction of translation studies.
Full of insights for any organizational scholar still hoping to make a difference for a better world, this greatly illuminating book examines what it takes to intervene critically but positively in the mainstream of a globalized academic life, and be able to survive such interventions. The contributors offer tried and tested approaches neither aggressive nor confrontational allowing them to bring inclusion and multiplicity to their teaching and their research while carving spaces for action and resistance to hegemonic academic practices. An innovative must read and much needed text! Marta B. Calás, University of Massachusetts, US This important book should be required reading for all management educators. Starting from an incisive and timely critique of the increasingly standardized global academic system, the editors set out to offer an inclusive vision of what education can be. A rich array of contributors from diverse cultures and perspectives offer experiences and ideas about the practice of inclusive education and, perhaps more importantly, offer some hope that the logic of standardization is not immutable. Christopher Grey, University of Warwick, UK This innovative book explores how inclusion can be enhanced in academia by considering the strategic work of expert academics from around the world. It offers a new look at academic work through the accounts of passionate practitioners who have each, in their own ways, made inclusion work. Making Inclusion Work exemplifies how academics can meaningfully engage in inclusive practices in their everyday work. Scholars around the world share their experiences of intervening in curriculum development, teaching and research, and reflect on practices that have worked in local contexts. The authors discuss the process for reaching greater inclusion which begins with an honest appraisal of current local practice. Reflective developers in academic institutions and educational administration will appreciate the unique insights provided by this book. Students interested in diversity and inclusion, academic practices, and autobiographical action-oriented research will also find the contributions invaluable.
The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices examines forces driving curriculum design, implementation and reform in academic programs that prepare interpreters and translators for employment in the public and private sectors. The evolution of the translating and interpreting professions and changes in teaching practices in higher education have led to fundamental shifts in how translating and interpreting knowledge, skills and abilities are acquired in academic settings. Changing conceptualizations of curricula, processes of innovation and reform, technology, refinement of teaching methodologies specific to translating and interpreting, and the emergence of collaborative institutional networks are examples of developments shaping curricula. Written by noted stakeholders from both employer organizations and academic programs in many regions of the world, the timely and useful contributions in this comprehensive, international volume describe the impact of such forces on the conceptual foundations and frameworks of interpreter and translator education.
Engaging with Linguistic Diversity describes an innovative and highly successful approach to inclusive plurilingual education at primary level. The approach was developed by Scoil Bhríde (Cailíní), Blanchardstown, as a way of converting extreme linguistic diversity – more than 50 home languages in a school of 320 pupils – into educational capital. The central feature of the approach is the inclusion of home languages in classroom communication. After describing the national context, the book traces the development of Scoil Bhríde's approach and explores in detail its impact on classroom discourse, pupils' plurilingual literacy development, and their capacity for autonomous learning. The authors illustrate their arguments with a wealth of practical evidence drawn from a variety of sources; pupils' and teachers' voices are especially prominent. The concluding chapter considers issues of sustainability and replication and the implications of the approach for teacher education. The book refers to a wide range of relevant research findings and theories, including translanguaging, plurilingual and intercultural education, language awareness and language learner autonomy. It is essential reading for researchers and policy-makers in the field of linguistically inclusive education.
Co-published with While education abroad – including studying, volunteering, researching, and interning abroad – is increasingly emphasized as a critical factor in preparing undergraduates for a globally interconnected world, diversifying the pool of participants in such activities has proven challenging. Framed within the concept of “inclusive excellence” with the objective of promoting diversity, inclusion, and equity in higher education as foundational to educational excellence, the contributors present research and practices that have been proven successful in improving participation among groups of students traditionally underrepresented in education abroad.Broader participation in education abroad programming has been a perennial concern at numerous higher education institutions in the U.S., having prompted countless discussions in professional organizations and across campuses among faculty, staff, and students. Many have come to recognize that overseas opportunities are no longer a luxury and instead are a necessity for job seekers entering a more diverse, globally interconnected workplace.The volume offers a combination of research-based chapters and case studies from leading experts on the barriers that disproportionately impact specific groups of students, including: students with disabilities; first-generation college students; undocumented students; racial and ethnic minorities; science, technology, engineering, and mathematics (STEM) majors; and males. The authors illuminate the issues which may inhibit education abroad participation, from individual to institutional, and present strategies reflecting a broad range of institutional contexts, resources, and needs.While there has been significant discussion and action to promote broader inclusion in education abroad, this is the first volume focusing on research and practice to achieve these ends, and is intended as a critical resource for practitioners and scholars alike.