The primary objective of literary translations consists of the formation of the artistic taste of those passionate about literature through the promotion of literary masterpieces. Thus, owing to ...translations, the most exquisite literary writings from around the globe became known to Moldova’s readers. By way of translation, world-famous literary works have also had an impact on the writers of our country. Taking into account the significant importance of literary translations, a great number of books of literature from various nations have been translated in Moldova. It is encouraging that certain successes have been achieved as well in terms of the quality of the performed belles-lettres translations. However, unfortunately, as the issue of the theory of artistic translations is situated at the interference of logic, linguistics, psychology, pedagogy, and aesthetics, it is not studied thoroughly by any of these sciences. In addition, there is another equally important shortcoming, related to the domain of literary translation in our country - the disproportion between the number permanently growing of performed translations of all literary genres and the very small number of scientific articles and studies, in which the quality of these would be investigated and analysed. It is necessary that the translator’s work be appreciated at its due value, taking into consideration the role of translations in the survival and promotion of literary masterpieces. Based on the performed translations readers of all times learn from the literary treasure of different cultures, enrich their vocabulary, and learn to perceive reality analytically.
Although Greek and Roman authors wrote ethnographic texts describing foreign cultures, ethnography seems to disappear from Byzantine literature after the seventh century C.E.-a perplexing exception ...for a culture so strongly self-identified with the Roman empire. Yet the Byzantines, geographically located at the heart of the upheavals that led from the ancient to the modern world, had abundant and sophisticated knowledge of the cultures with which they struggled and bargained.Ethnography After Antiquityexamines both the instances and omissions of Byzantine ethnography, exploring the political and religious motivations for writing (or not writing) about other peoples. Through the ethnographies embedded in classical histories, military manuals, Constantine VII'sDe administrando imperio, and religious literature, Anthony Kaldellis shows Byzantine authors using accounts of foreign cultures as vehicles to critique their own state or to demonstrate Romano-Christian superiority over Islam. He comes to the startling conclusion that the Byzantines did not view cultural differences through a purely theological prism: their Roman identity, rather than their orthodoxy, was the vital distinction from cultures they considered heretic and barbarian. Filling in the previously unexplained gap between antiquity and the resurgence of ethnography in the late Byzantine period,Ethnography After Antiquityoffers new perspective on how Byzantium positioned itself with and against the dramatically shifting world.
In intercultural communication studies, the positivist preoccupation with objectivist, essentialist, solid large cultures has been replaced by a postmodern recognition that the intercultural is ...liquid and ideologically constructed. However, a postpositivist resistance to this paradigm change, while recognizing the dangers of essentialism, continues to be objectivist and fails to address the intersubjective nature of the ideological construction of culture. This results in a soft essentialism. This methodological failure of postpositivism is driven by a neoliberal technicalized commodification of quantitative and qualitative methods that does not address the subjective implicatedness of researchers. It therefore prevents an understanding of the liquid nature of the intercultural and sustains the neo-racist implications of essentialism. An example of this is commodifying international students as culturally problematic to serve a quantifiable notion of intercultural competence. The methodological flaws of postpositivism can only be avoided by means of an approach to researching cultural groups in which large culture concepts such as nation are viewed as one of many possible, emergent, ideologically constructed variables rather than as the starting point for research.
Fueled by socioeconomic trends that changed the composition of organizational workforces, the term workforce diversity was coined in the 1990s. Since then, both researchers and practitioners have ...strived (and struggled) to understand the concept, its effects in and on organizations, and strategies for managing such effects. In this article, I provide an overview and interpretation of the current literature to examine its purpose, progress, and direction. Highlighting key conceptualizations of the construct, theoretical foundations, and empirical findings on diversity and diversity management, I discuss the evolution and current state of the field and synthesize this information to propose a future research agenda. In doing so, I seek to identify theoretical, empirical, and practice areas of opportunity for advancing scientific knowledge about the meaning, substance, and outcomes of diversity as well as the implementation of diversity science in organizations.
I argue that analyses of racial(ised) discourse and policy processes in education must grapple with cultural disregard for and disgust with blackness. This article explains how a theorization of ...antiblackness allows one to more precisely identify and respond to racism in education discourse and in the formation and implementation of education policy. I contend that deeply embedded within racialized policy discourses is not merely a concern about disproportionality or inequality, but also a concern with the bodies of Black people, the signification of (their) Blackness, and the threat posed by the Black to the educational well-being of other students. Using school (de)segregation as an example, I demonstrate how policy discourse is informed by antiblackness, and consider what an awareness of antiblackness means for educational policy and practice.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Culture is an integral facet of teaching and learning English as a foreign language. This qualitative study examined EFL teachers’ perceptions toward fostering their students’ cultural awareness in ...Iranian language schools. Based on a researcher-developed protocol, semi-structured interviews were conducted with twelve EFL teachers from Tehran, Karaj, and Urmia, Iran, whose teaching experiences ranged from 6 to 19 years, with the purpose of identifying their perceptions, experiences, and challenges regarding fostering students’ cultural awareness. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into six major attitudinal themes of meaning of culture, the role of English culture and social norms in EFL teaching and learning, the materials and activities teachers employ to foster their students’ cultural awareness, benefits of teaching English culture in Iranian language schools, EFL teachers’ challenges regarding teaching English culture, and teachers’ suggestions or recommendations regarding teaching culture in the Iranian EFL context. The findings illustrated that despite the fact that Iranian EFL teachers preferred to include cultural content in their courses, they faced a variety of challenges regarding teaching English culture and social norms. Further, Iranian policymakers, stakeholders, and educators are expected to provide professional training opportunities for EFL teachers in teaching English culture. Thus, teaching culture should be underscored in EFL classes and instructors are required to explore and apply various effective strategies and authentic materials to enhance their language learners’ cultural knowledge. The implications are presented and discussed in more detail in the paper.
This study examined preservice teachers' understanding of children's play in diverse cultures. Using digital photo essay methods, a total of 37 early childhood preservice teachers in Myanmar, Korea, ...and the U.S. engaged in a critical discussion on children's play in diverse cultures. The findings suggested that the participants typically showed three layers of cross-cultural awareness: distance, friction, and flow. Korean and the U.S.participants conducted critical reflections on their preconceived notion of play, as influenced by the idea of Western childhood play. Although Myanmar participants revealed a desire for Western play materials, we did not observe substantial evidence of critical reflection throughout the cross-cultural exchanges. This paper discusses the implications of investigating culturally sensitive strategies for engendering preservice teachers' implicit beliefs by exchanging digital photo essays across diverse cultures.
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