Departamento de
Traducción e Interpretación


Tema:   Pedagogía. Literatura. Género.
Autor:   Olid-Pena, Estefania
Año:   2012
Título:   The Art of Future Discourse: Rhetoric, Translation and an Interdisciplinary Pedagogy for Transglobal Literacy
Lugar:   Atlanta (Georgia)
Editorial/Revista:   Georgia State University
Páginas:   203
Idioma:   Inglés.
Tipo:   Tesis.
Disponibilidad:   Acceso abierto.
Índice:   1. Translation as an art: the profession of translation; 2. Teaching writing, translating writing: translation as a writing practice in the rethorical tradition; 3. The tools and methods of translation: interpreting and teaching texts; 4. On translating philosophy and classics. Case one: theory, education and Quintilian; 5. On translating literatura. Case two: literatura, popular culture, and Don Quixote; 6. A rethorical theory of translation. The future for a new tradition of understanding.
Resumen:   Theorists who have categorized translation as an imperfect and never-ending task have also questioned the legitimacy of this field over the years. It is uncommon for other disciplines to consider translation a topic of study. Except for translation classes in which students discuss in detail the nature of the translators' tasks and their methodology, professors of other disciplines rarely address the fact that the voice of the translator is an overlooked, yet an important component of any translation. As a consequence, students around the globe read translated works without acknowledging translators' ethos and their rhetorical situation. The consideration of this voice in those translated texts is mentioned only in passing, if at all. Due to the lack of discussion that relates the disciplines of translation and rhetoric, it is imperative to re/examine and re/frame the current state of the rhetoric of translation and comment on the traditional and historiographical ties that intertwine these two disciplines. In this way I argue that translation, as a discipline, should be considered part of the rhetorical tradition, and a key element within rhetorical education. This relationship between rhetoric and translation is further complemented with the pedagogical application of practical rhetorical and translation tools in the analysis and critical interpretation of selected Western translated texts. The fruition of this goal will be presented through a new approximation to the reading of these very same texts. To this end, I am also introducing a new literacy called Transglobal whose aim is twofold: For one, it aims to decenter preconceived patterns of thought that confine the interpretation of translated texts within the boundaries of mere ideological superstructures, but it is also based upon a pedagogy that is global, transcending all national boundaries. In sum, what I am proposing is that professors of all disciplines engage in a rhetorical and translation dialogue with their students to broaden the understanding and current perception of translated texts. [Source: Author]
Agradecimientos:   Record supplied by Departament de Traducció i Interpretació i Estudis de l'Àsia Oriental (Universitat Autònoma de Barcelona).
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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