Teaching Literature in Translation

<p>The teaching of texts in translation has become an increasingly common practice, but so too has the teaching of texts from languages and cultures with which the instructor may have little or no familiarity. The authors in this volume present a variety of pedagogical approaches to promote translation literacy and to address the distinct phenomenology of translated texts. The approaches set forward in this volume address the nature of the translator’s task and how texts travel across linguistic and cultural boundaries in translation, including how they are packaged for new audiences, with the aim of fostering critical reading practices that focus on translations as translations. </p><p>The organizing principle of the book is the specific pedagogical contexts in which translated texts are being used, such as courses on a single work, survey courses on a single national literature or a single author, and courses on world literature. Examples are provided from the widest possible variety of world languages and literary traditions, as well as modes of writing (prose, poetry, drama, film, and religious and historical texts) with the aim that many of the pedagogical approaches and strategies can be easily adapted for use with other works and traditions. An introductory section by the editors, Brian James Baer and Michelle Woods, sets the theoretical stage for the volume.</p><p>Written and edited by authorities in the field of literature and translation, this book is an essential manual for all instructors and lecturers in world and comparative literature and literary translation.</p> <p>List of Contributors</p><p>Acknowledgements</p><p>Introductory Section</p><p>Is There a Translation in This Class?: A Crash Course in Translation Literacy, Brian James Baer</p><p>Bringing the Translator into the Classroom, or the Translator as Exegete, Michelle Woods</p><p>How to Use This Volume, Brian James Baer and Michelle Woods </p><p>Section I: Interrogating Key Cultural Texts: Cultural Dissonance and Stereoscopic Reading</p><p><b>Chapter 1:</b> How to Make the Best of a Bad Translation: The Case of René Marqués’s <i>The Oxcart</i>,<strong> </strong>J.<strong> </strong>Bret Maney </p><p><b>Chapter 2:</b> Reading Nearby: Teaching Sa’adat Hasan Manto’s "Toba Tek Singh,"<b> </b>Akshya Saxena</p><p><b>Chapter 3: </b>The Knots in the Tapestry: Teaching Translation through <i>Don Quijote</i>, Teaching <i>Don Quijote</i> through Translation,<b> </b>Reyes Lázaro</p><p><b>Chapter 4:</b> A "Love Trap" and a Confucian Gentleman, Aili Mu </p><p><b>Chapter 5:</b> “Roman, Remember”: Translating Epic and Empire in Virgil's <i>Aeneid</i>, Neil W. Bernstein </p><p><b>Chapter 6:</b> Oral Literature from an Indian Vernacular: Translating Chouboli and the Cross-dressed Storyteller from Rajasthani, Christi A. Merrill </p><p><b>Chapter 7:</b> A Stereoscopic Reading of Celan’s "Death Fugue," Sarah Painitz </p><p>Section II: Interrogating the Nation: Translation and/in National Languages and Literatures </p><p><b>Chapter 8:</b> Translation as Bridge or Border? An Intersectional Approach to National Belonging<b> </b>in Kate Chopin’s "La Belle Zoraïde," Javier de la Moreno-Corrales and Brian James Baer </p><p><b>Chapter 9</b>: In English Translation: Teaching <i>a </i>Latin American Literature, Denise Kripper </p><p><b>Chapter 10:</b> Reading Arabic Texts in English Translation: Lifting the "Veil," Mohammed Alzahrani </p><p><b>Chapter 11:</b> Border Crossings in Graciela Limon's Translingual <i>In Search of Bernabé</i>, Elena Foulis </p><p><b>Chapter 12:</b> Reading African Francophone Literature in Translation: Linguistic Innovation in an African Context, Kathryn Batchelor </p><p><b>Chapter 13:</b> Packaging Mexico:<i> </i>Azuela’s <i>Los de abajo </i>in English Translation, Daryl R. Hague </p><p>Section III: Interrogating the World: Transnational Reading and Translingual Writing </p><p><b>Chapter 14:</b> Toward a Transterritorial Pedagogy: Deliberative Inquiry into Language, Identity and Difference, Oana Popescu-Sandu and Sukanya Gupta</p><p><b>Chapter 15:</b> Translation and Close Reading in the General Education Seminar, Cassio de Oliveira</p><p><b>Chapter 16:</b> "Every Film Is a Foreign Film:" Teaching Multilingual Cinema through Translation,<b> </b>Richard Watts</p><p><b>Chapter 17:</b> Lost and Found in Translation: Grounding Comparative Cultural Studies, Alan Reid</p><p><b>Chapter 18:</b> World Drama in Translation: In the Classroom and on the Stage, Richard Jones </p><p><b>Chapter 19:</b> Coping with Misinterpretation in the World Literature Classroom, Anastasia Lakhtikova </p><p><b>Chapter 20 </b>Race in Translation: An Intersectional Reading of the<i> 1001 Nights</i> in the World Literature Classroom, Corine Tachtiris</p><p><b>Chapter 21:</b> Framed: Queer Life Writing in Translation, Brian James Baer</p><p>Section IV: Teaching Literature and Culture Through Translation </p><p><b>Chapter 22:</b> Slow Reading and Empathy: Accessing Early America through Transcription and Translation, Julie A. Fisher </p><p><b>Chapter 23:</b> Translating the Survey of Medieval and Renaissance French Literature, Gina L. Greco </p><p><b>Chapter 24:</b> Introducing French Literature through Translation, Jena Whitaker </p><p><b>Chapter 25:</b> Localizing Theory in a Spanish-Language Translation Program,<b> </b>María Luisa Pérez Bernardo </p><p>Index</p>