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"Alejo Carpentier's novel El siglo de las luces is a fictionalized account of how Enlightenment ideals traveled during the Age of Revolution, a meditation on how European, particularly French, ideas were transformed and implemented in new and unique contexts (e.g., Spain, Cuba, French Guiana, Guadeloupe, Haiti, Suriname). Carpentier thematizes the passage of ideas as a process of translation, both linguistically from French to Spanish, English, or Dutch, and conceptually, from one specific culture to another with different demands of relevance and applicability. The novel complicates the classic issue of the translator's fidelity to the text in that the responsibility to convey a text's original meaning collides with a need to adapt it to the new context. In El siglo, the translator's fidelity to the original confronts the revolutionary's fidelity to the Event in the practice of translating texts, such as the 1789 Declaration of the Rights of Man and Citizen and the 1793 French Constitution, as well as the Event of the French Revolution itself. This paper will explore the constellation of politics, translation, and fidelity in El siglo, with special reference to the relationship between political translation to propagate revolution and the revolutionary politics of translation."

"This article presents a few issues in the making of our film A Long History of Madness that pertain to the 'Babylonic'. Spoken in 12 languages, ranging across six centuries, and shot in five countries, the film possesses an inherent Babylonism. It makes a case for a multilingual mode of communicating. Yet, beyond the obvious need for verbal communication, for which subtitles are necessary but insufficient, the film presents other reasons for extending the concept of translation. The knot of potential confusion and the need for 'translation' are the ontological uncertainties surrounding 'madness' itself. The key questions are: are people mad? Do they perform madness, or do others perceive them as mad because they are too dissimilar from them to be accepted as 'normal'? This fundamental uncertainty affects all forms of alterity. Translation becomes, then, a tool to negotiate alterity under the terms of the acceptance of this ontological uncertainty."

Deconstruction arguably marked the last time that comparative literature was truly confident as a discipline; with a clear sight of its philological inheritance and posthumanist telos. Post-2000 comp lit, by comparison, has been plagued by insecurity over what it is and what it is not. At the present pass, even the discipline's recognized opportunity-which lies in its being well positioned institutionally to develop a worldly critical praxis responsive to the politics of the aesthetic-is experienced as a special burden; for no discipline wants to be responsible to "allness" (that is to say, to teaching all the world's languages and literatures) under the Malthusian market conditions that govern an enrollment-driven modern education. While there may be no ready solutions to the problems posed by the planetary imperative, one place to look for them is in the substantive discussions of translation and technics that lent self-assurance to literary education in the 1970s and 1980s. In the memos, letters, seminar notes, and texts written in this period, what emerges is a "right to translate" as the covenant of a deconstructive comparative literature.

Thinking Chinese Translation explores the ways in which memory, general knowledge, and creativity (summed up as "schema") contribute to the linguistic ability necessary to create a good translation. The course develops the reader's ability to think deeply

The papers which are included in this Special Issue represent eclectic understandings of the dual concepts of mobile language and border crossings, from crossings in 'virtual life' and 'real life', to crossings in literature and translation, and finally to crossings in the 'semioscape' of tourist guides and tourism signs. In the way in which the papers have been arranged in this issue they more or less correspond to one of these dimensions.

There is confusion and misunderstanding about the concepts of knowledge translation, knowledge transfer, knowledge exchange, research utilization, implementation, diffusion, and dissemination. We review the terms and definitions used to describe the conce

If literary theory recently has undergone a fundamental change, the question arises: is it possible that the very nature of theory has itself changed? This paper argues that Walter Benjamin's essay "The Task of the Translator" provides some strategies tha

"This article focuses on the administration of disciplinary exclusion (expulsion) from school. It identifies a number of social boundaries between people that negatively affect students subject to permanent exclusion, to the extent that they can be seen as constituting incidents of institutional racism. For example, the high statistical currency of the English language and the lack of adequate translation facilities are shown to constitute social boundaries between people that undermine the participation of parents in school exclusion and inclusion processes. Age assessments for immigrant and refugee children are also seen to affect institutional responses to individual cases of permanent exclusion from school. Assumptions about what excluded students 'need' are found to sometimes be made on the basis of reductive skin‐colour labels, and a disconnect is discovered between the discourses that school and family are socially authorised to adopt in discussing students at risk of exclusion. It is recommended that institutional racism in schooling is acknowledged and acted upon by both policy makers and practitioners."

Global Voices Online also supports and promotes the diversity of languages. Its Lingua project translates the contents of its main English page in a dozen languages. http://www.globalvoicesonline.org/lingua/

While Mapuche Indians in Chile complain that the government has "criminalised" their land-rights protests, many indigenous people are in prison in Mexico and Peru because there were no translators to explain why they were on trial. Demonstration demand

New Zealand's literacy strategy seeks to translate into reality the broad policy goals of equipping all New Zealanders with the knowledge, skills and values to be successful citizens of the twenty-first century. The central policy concern is reflected in

Drawing heavily on the work of the French sociologist Agnes Heller, Latin American anthropologists and educators proposed the notion of saberes docentes, roughly translated as "teacher knowledge", to account for the knowledge acquired through everyday trials and rehearsals of specific problems along with the accompanying reflective processes. In this paper, we argue in favour of incorporating the notion of saberes docentes into our current understanding of educators' work with ethnic minority students in urban and semi-urban educational contexts. To support this argument, we discuss data from two different research settings involving the education of ethnic minority children: (a) the educational programmes organized by a Gitano (gypsy) cultural association that employs several non-Gitano educators in a small city in central Spain; and (b) schools employing bilingual teaching assistants - both immigrant and non-immigrant - working with immigrant students in the northwest region of the United States.

This article explores the Ethiopian Women Lawyers Association (EWLA) and its attempts to translate international women's rights norms into national law, examining the problematic geographies of women's networks from local to global levels and showing how Ethiopia remains on the periphery of global human rights networks. In their campaign for legal reform to protect women against violence, activists had to show how the proposed reforms were 'African', as invoking international human rights risked dismissal as evidence of 'Westernisation'. Activists face practical difficulties, including lack of funding and technology, limiting networking beyond the national level. The article shows how the state shapes local activists' ability to form global connections. Legislation banning civil society organisations such as EWLA from conducting work around rights threatens to marginalise Ethiopia further from global human rights networks and norms. Local connectivity to the global is only partial, mediated by the power relations in which activists and the state are embedded.

Many UK universities offer degree programmes in English Language specifically for non-native speakers of English. Such programmes typically include not only language development but also development in various areas of content knowledge. A challenge that arises is to design courses in different areas that mutually support each other, thus providing students with a coherent degree programme. In this article, I will discuss a Bachelor of Arts programme involving Cultural Studies and Translation, as well as English Language and Linguistics. I will offer a rationale for a course in critical text analysis, which is offered in the final year of the programme. It is intended to promote language development and cultural awareness as well as skills of linguistic analysis and critical thinking.

Publishing in the Sámi languages has always been difficult. The Sámi are currently spread across four countries, Norway, Sweden, Finland, and Russia. There are nine different Sámi languages, some of them with only a few speakers. The Sámi publishing indus

Yet perhaps there is an alternative to this binary in writing that twists English literacy into new forms and deformations, that turns "English" proper into something else-in writing that inflects, bastardizes, and hybridizes English with other tongues. C