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Voices in Texts and Contexts presents different perspectives of “voice”, a concept that emerges from language choices, social and cultural phenomena, and psychology. In weaving a tapestry of linguistic experiences, from analyses of language phenomena including localised English to explanations of human behaviour, this book offers insights into how we use language, construct discourse, and express ourselves in light of selected texts and specific contexts.
The notion of voice has been used in a number of ways within Translation Studies. Against the backdrop of these different uses, this book looks at the voices of translators, authors, publishers, editors and readers both in the translations themselves and in the texts that surround these translations. The various authors go on a hunt for translational agents’ voice imprints in a variety of textual and contextual material, such as literary and non-literary translations, book reviews, newspaper articles, academic texts and e-mails. While all stick to the principle of studying text and context together, the different contributions also demonstrate how specific textual and contextual circumstances require adapted methodological solutions, ending up in a collection that takes steps in a joint direction but that is at the same time complex and pluralistic. The book is intended for scholars and students of Translation Studies, Comparative Literature, and other disciplines within Language and Literature.
Focusing on the female voice in public contexts, language and gender specialists consider the barriers and opportunities encountered by women in gaining recognition in politics, law, the church, education, business and the media, where people are increasingly judged by their speech and where male and female speech is often evaluated differently.
This book offers a variety of approaches to children's literature from a postcolonial perspective that includes discussions of cultural appropriation, race theory, pedagogy as a colonialist activity, and multiculturalism. The eighteen essays divide into three sections: Theory, Colonialism, Postcolonialism. The first section sets the theoretical framework for postcolonial studies; essays here deal with issues of "otherness" and cultural difference, as well as the colonialist implications of pedagogic practice. These essays confront our relationships with the child and childhood as sites for the exertion of our authority and control. Section 2 presents discussions of the colonialist mind-set in children's and young adult texts from the turn of the century. Here works by writers of animal stories in Canada, the U.S. and Britain, works of early Australian colonialist literature, and Frances Hodgson Burnett's A Little Princess come under the scrutiny of our postmodern reading practices. Section 3 deals directly with contemporary texts for children that manifest both a postcolonial and a neo-colonial content. In this section, the longest in the book, we have studies of children's literature from Canada, Australia, Africa, the Caribbean, and the United States.
The premise that writing is a socially-situated act of interaction between readers and writers is well established. This volume first, corroborates this premise by citing pertinent evidence, through the analysis of written texts and interactive writing contexts, and from educational settings across different cultures from which we have scant evidence. Secondly, all chapters, though addressing the social nature of writing, propose a variety of perspectives, making the volume multidisciplinary in nature. Finally, this volume accounts for the diversity of the research perspectives each chapter proposes by situating the plurality of terminological issues and methodologies into a more integrative framework. Thus a coherent overall framework is created within which different research strands (i.e., the sociocognitive, sociolinguistic research, composition work, genre analysis) and pedagogical practices developed on L1 and L2 writing can be situated and acquire meaning. This volume will be of particular interest to researchers in the areas of language and literacy education in L1 and L2, applied linguists interested in school, and academic contexts of writing, teacher educators and graduate students working in the fields of L1 and L2 writing.
For many of us, our earliest and most meaningful experiences with literature occur through the medium of a translated children’s book. This volume focuses on the complex interplay that happens between text and context when works of children’s literature are translated: what contexts of production and reception account for how translated children’s books come to be made and read as they are? How are translated children’s books adapted to suit the context of a new culture? Spanning the disciplines of Children’s Literature Studies and Translation Studies, this book brings together established and emerging voices to provide an overview of the analytical, empirical and geographic richness of current research in this field and to identify and reflect on common insights, analytical perspectives and trajectories for future interdisciplinary research. This volume will appeal to an interdisciplinary audience of scholars and students in Translation Studies and Children’s Literature Studies and related disciplines. It has a broad geographic and cultural scope, with contributions dealing with translated children’s literature in the United Kingdom, the United States, Ireland, Spain, France, Brazil, Poland, Slovenia, Hungary, China, the former Yugoslavia, Sweden, Germany, and Belgium.
Co-published by: Centre for Reformation and Renaissance Studies.
An anthology of 22 essays in three sections. The first section presents responses by writers to the questions of audience: For whom do you write, and who is reading you? The second section addresses 19th and early 20th century works that, although reflecting a lesbian sensibility, were masked to resemble a section explores more overtly lesbian texts. No index. Annotation copyrighted by Book News, Inc., Portland, OR
Children's Literature in Context is a clear, accessible and concise introduction to children's literature and its wider contexts. It begins by introducing key issues involved in the study of children's literature and its social, cultural and literary contexts. Close readings of commonly studied texts including Lewis Carroll's Alice books, The Wonderful Wizard of Oz, The Lion, the Witch and the Wardrobe, the Harry Potter series and the His Dark Materials trilogy highlight major themes and ways of reading children's literature. A chapter on afterlives and adaptations explores a range of wider cultural texts including the film adaptations of Harry Potter, The Chronicles of Narnia and The Golden Compass. The final section introduces key critical interpretations from different perspectives on issues including innocence, gender, fantasy, psychoanalysis and ideology. 'Review, Reading and Research' sections give suggestions for further reading, discussion and research. Introducing texts, contexts and criticism, this is a lively and up-to-date resource for anyone studying children's literature.
In this volume scholarly voices from diverse contexts and social locations are gathered together to bring new or unfamiliar facets of biblical texts to light, focusing on issues of intertextuality. Samuel, Kings and Chronicles I sheds light from new perspectives on themes in these so-called historical books including Asian American and Chinese readings, issues of land, genealogy and maleness. The authors challenge us to consider how we deal with cultural distances between ourselves and these ancient writings - and between one another in the contemporary world. These goal of these essays is de-centre the often homogeneous first-world orientation of much biblical scholarship and open to up new possibilities for discovery of meaning and method.