Programs
| Date | Event |
|---|---|
| Sunday, June 4 | Check-in/Opening Reception |
| Monday, June 5 | Translation and Language |
| Tuesday, June 6 | Theorizing Translation and/as Authorship: Who Speaks in Translated Texts? |
| Wednesday, June 7 | Uncovering the translator's voice: How do we find the translator in the text? |
| Thursday, June 8 | Situating the translator's voice: How Do Cultural Politics Shape the Translator鈥檚 Role? |
| Friday, June 9 | Figuring the translator's voice: how do translators describe what they do? (Carol Maier) |
| Saturday, June 10 | Field trip to West Side Market, Cleveland |
| Sunday, June 11 | Free day |
| Monday, June 12 | Figuring the Translator鈥檚 Voice II: How Do Translators Describe What They Do? (Peter Bush) |
| Tuesday, June 13 | Fictional translators on Translation: Why Are Writers So Fascinated with Translators? (Rosemary Arrojo) |
| Wednesday, June 14 | The Translator's Voice and The Study of Literature: Why Should Translated Literature Be Included in Literary Studies? (Carol Maier, Peter Bush) |
| Thursday, June 15 | Translated texts and Cross-cultural competency: How Do We Conceptualize Cultural Difference? |
| Friday, June 16 | Authority/Agency: How do different cultures regard structures of authority or ascribe status? (Christi Merrill) |
| Saturday, June 17 | Fiel trip to Cleveland Museum of Art |
| Sunday, June 18 | Free day |
| Monday, June 19 | Space and Time: how do different cultural groups perceive space, and how does it affect specific practices (M.R. Ghanoonparvar) |
| Tuesday, June 20 | Individually and community: how do different cultures perceive the relationship of the individual and the community? (Michelle Yeh) |
| Wednesday, June 21 | Group presentations |
| Thursday, June 22 | Group presentations |
| Friday, June 23 | Group presentations / closing reception |
Full Content
- 262-275 (Austin: University of Texas Press, 1981); Jacques Derrida, Monolingualism of the Other or The Prosthesis of Origin, trans. Patrick Mensah (Stanford: Stanford UP, 1998); Carol Maier, 鈥淭he Translator as Theoros: Thoughts on Cogitation, Figuration and Current Creative Writing,鈥 in Translating Others, Vol 1, ed. Theo Hermans, 163-180 (Manchester: St. Jerome, 2006).
- How Do Cultural Politics Shape Translations? Pascale Casanova, 鈥淐onsecration and Accumulation of Literary Capital: Translation as Unequal Exchange,鈥 in Critical Readings in Translation Studies, ed. Mona Baker, trans. Siobhan Brownlee, 285-303 (London: Routledge, 2010); Alexandra Jaffe, 鈥淟ocating Power: Corsican Translators and Their Critics,鈥 in Language Ideological Debates, ed. Jan Blommaert, 39-67 (Berlin: De Gruyter Mouton,1999.
- How Do Translators Describe What They Do? Seamus Heaney, 鈥淓arning a Rhyme: Notes on Translating Buile Suibhne,鈥 in The Art of Translation: Voices from the Field, ed. Rosanna Warren, 13-19 (Boston: Northeastern UP, 1989); Shierry Weber Nicholson and Samuel Weber, 鈥淭ranslating the Untranslatable,鈥 in Prisms by Theodor W. Adorno, 10-15 (Cambridge, Mass: The MIT Press, 1990).
- Why Are Writers So Fascinated with Translators? Rosemary Arrojo, 鈥淲riting, Interpreting, and the Power Struggle for Control of Meaning: Scenes from Kafka, Borges, Kosztolanyi,鈥 in Translation and Power, eds. Maria Tymoczko and Edwin Gentzler, 63-79 (Amherst: U Massachusetts Press, 2002); Barbara Wilson, 鈥淢i Novelista,鈥 In Death of a Well Travelled Woman (Chicago: Third Side Press, 1998).
- How Do Different Cultures Value Emotional Relationships and Perceive the Relationship of the Individual and the Community? James Underhill, 鈥淟ove,鈥 in Ethnolinguistics and Cultural Concepts. Truth, Love, Hate and War, 65-108 (Cambridge: Cambridge UP, 2012); Halvor Eifring, 鈥淚ntroduction: Emotions and the Conceptual History of Qu铆ng,鈥 in Love and Emotions in Traditional Chinese Literature, 1-36. (Leiden: Brill, 2004). Frank Stewart, ed., The Poem Behind the Poem: Translating Asian Poetry (Port Townsend, WA: Copper Canyon Press, 2004)
- How Do Different Cultures Perceive Space, and How Does It Affect Linguistic and Other Practices? M. R. Ghanoonparvar, Translating the Garden (Austin: U Texas P, 2001); Ricci, Ronit, 鈥淭he Book of Samud: A Javanese Literary Tradition,鈥 in Islam Translated: Literature, Conversion, and the Arabic Cosmopolis of South and Southeast Asia, 66-97 (Chicago: U of Chicago Press, 2011).
- How Do Different Cultures Perceive Authority and Status, and How Does It Affect Linguistic and Other Practices?Tomoko Aoyama and Judy Wakabayashi, 鈥淚dentity and Relationships in Translated Japanese Literature,鈥 In Literature in Translation. Teaching Issues and Reading Practices, eds. Carol Maier and Fran莽oise Massardier, 101-116 (Kent: 91PORNA Press, 2010); Geert Hofstede,鈥淧ower Distance,鈥 in Culture鈥檚 Consequences, 79-121 (Thousand Oaks, CA: Sage, 2001).
AMERICAN LITERATURE/CULTURE STUDIES
ARABIC LANGUAGE & CULTURE
CENTER FOR IRAN AND PERSIAN GULF STUDIES
CHINESE
COMPARATIVE LITERATURE
COMPARATIVE LITERATURE (Turkish - German)
CREATIVE WRITING
EAST ASIAN LANGUAGE & CULTURE
English
- Joselyn Almeida-Beveridge (University of Massachusetts)
- Monica Ayuso (California State University, Bakersfield)
- Sabrina Chesnes (NW Arkansas Community College)
- Rachel Mordecai (University of Massachusetts, Amherst)
- Ghirmai Negash (Ohio University)
ENGLISH/AFRICAN LITERATURE
ENGLISH (OLD ENGLISH)
ETHNIC STUDIES
FRENCH
GERMAN ROMAN LANGUAGE
HISTORY INDIAN/ENGLISH RELATIONSHIPS
Italian
LINGUISTICS
MIDDLE EASTERN STUDIES
RUSSIAN
Sociology/Ethnology
SPANISH
Teacher Education
THEATER
WRITING, ENGLISH
EQUAL OPPORTUNITY STATEMENT
NEH programs do not discriminate on the basis of race, color, national origin, sex, disability, or age. For further information, write to the Equal Opportunity Officer, National Endowment for the Humanities, 1100 Pennsylvania Avenue, N.W., Washington, D.C. 20506. TDD: 202/606 8282 (this is a special telephone device for the Deaf).
PRINCIPLES OF CIVILITY
NEH institutes are intended to extend and deepen knowledge and understanding of the humanities by focusing on significant topics, texts, and issues; contribute to the intellectual vitality and professional development of participants; and foster a community of inquiry that provides models of excellence in scholarship and teaching. To achieve these goals requires an ethos of openness and respect.
THE PROJECT DIRECTORS ACCEPT PRIMARY RESPONSIBILITY FOR ENSURING THAT ALL INSTITUTE DISCUSSIONS ARE:
- Firmly grounded in rigorous scholarship, and thoughtful analysis.
- Conducted without partisan advocacy.
- Respectful of divergent views.
- Free of ad hominem commentary.
- Devoid of ethnic, religious, gender or racial bias. All institute participants must abide by these norms of civil discourse.