Bringing the aspect of ＂gender＂ into translation studies, feminism gave fresh impetus to the ＂Cultural Turn＂ for translation studies in 1990s. Feminist translation theory puts forward its viewpoints on the role of...Bringing the aspect of ＂gender＂ into translation studies, feminism gave fresh impetus to the ＂Cultural Turn＂ for translation studies in 1990s. Feminist translation theory puts forward its viewpoints on the role of gender and approves of translators＇ gender role in the interpretation of the original text. It seems that gender is of no more importance than other factors, such as nationality, class, and ideology of translators. Translation and women have been long associated with each other for they both occupy peripheral positions. The conventional view holding sway is that a translation is considered a secondary work dependent on, and subservient to, the original text, just as women are assigned dependent functions under patriarchal power. Unsatisfied with the notion that translator, translation and women are all relegated to the inferior class, feminist translators do their utmost to cast away the conventional sexism ideas in translation studies and social ideology. The core of feminist translation theory is： ＂identify and critique the tangle of concepts which relegates both women and translation to the bottom of the social and literary ladder＂ （Simon 1996：1）. In order to realize the dream to overthrow patriarchal domination and make themselves visible, feminist translators seek to emphasize their identity and ideological stance in the translation project. Feminist translators are no longer invisible. They have the right to revise, manipulate and occupy the source text. Feminist translation is nothing but the translators＇ creative treason from the perspective of feminism. The thesis first systematically summarizes the present feminist translation theories, followed by a detailed analysis of some gender-related translation issues, especially the relationship between language and gender. After the analysis of some cases from the feminist translators, different translation approaches adopted are explored to show the peculiar characteristics of feminist translation.展开更多
This paper outlines the rationale of Bantu education that was available for South African Blacks from 1953 to 1992. The paper is of the opinion that challenges of constructing a new education system in post-apartheid ...This paper outlines the rationale of Bantu education that was available for South African Blacks from 1953 to 1992. The paper is of the opinion that challenges of constructing a new education system in post-apartheid South Africa cannot be fully grasped without a proper understanding of the pervasive impact of Bantu education on the majority for a period of almost 60 years. It also discusses the educational vision and goals of the important organizations in the liberation movement such as the African National Congress, the Azanian People＇s Organization, and the Pan Africanist Congress that continue to shape educational debates in the present educational reform context. The paper argues that the present curriculum by its very history and origins does not address the problems that have been created by the ideology of the former South African education system. Salient to these problems is the over-emphasis on Christian/European education that is not realistic in many regions of South Africa. The paper argues that curriculum has to reflect the cultural and racial diversity in South Africa, and further suggests that all languages and cultures in South Africa are essential in the building of an anti-racist and anti-sexist society. The monitoring of academic activity in a democratic education system can be confusing to teachers who have been trained within the confines of an apartheid （Bantu） education. The paper therefore suggests that more funds will have to be put aside by the government to upgrade the pedagogical approach of teachers so that they can be able to deal with their new role of leadership and the developing of content, and tackle issues of sexism/racism both in and out of the classroom.展开更多
文摘Bringing the aspect of ＂gender＂ into translation studies, feminism gave fresh impetus to the ＂Cultural Turn＂ for translation studies in 1990s. Feminist translation theory puts forward its viewpoints on the role of gender and approves of translators＇ gender role in the interpretation of the original text. It seems that gender is of no more importance than other factors, such as nationality, class, and ideology of translators. Translation and women have been long associated with each other for they both occupy peripheral positions. The conventional view holding sway is that a translation is considered a secondary work dependent on, and subservient to, the original text, just as women are assigned dependent functions under patriarchal power. Unsatisfied with the notion that translator, translation and women are all relegated to the inferior class, feminist translators do their utmost to cast away the conventional sexism ideas in translation studies and social ideology. The core of feminist translation theory is： ＂identify and critique the tangle of concepts which relegates both women and translation to the bottom of the social and literary ladder＂ （Simon 1996：1）. In order to realize the dream to overthrow patriarchal domination and make themselves visible, feminist translators seek to emphasize their identity and ideological stance in the translation project. Feminist translators are no longer invisible. They have the right to revise, manipulate and occupy the source text. Feminist translation is nothing but the translators＇ creative treason from the perspective of feminism. The thesis first systematically summarizes the present feminist translation theories, followed by a detailed analysis of some gender-related translation issues, especially the relationship between language and gender. After the analysis of some cases from the feminist translators, different translation approaches adopted are explored to show the peculiar characteristics of feminist translation.
文摘This paper outlines the rationale of Bantu education that was available for South African Blacks from 1953 to 1992. The paper is of the opinion that challenges of constructing a new education system in post-apartheid South Africa cannot be fully grasped without a proper understanding of the pervasive impact of Bantu education on the majority for a period of almost 60 years. It also discusses the educational vision and goals of the important organizations in the liberation movement such as the African National Congress, the Azanian People＇s Organization, and the Pan Africanist Congress that continue to shape educational debates in the present educational reform context. The paper argues that the present curriculum by its very history and origins does not address the problems that have been created by the ideology of the former South African education system. Salient to these problems is the over-emphasis on Christian/European education that is not realistic in many regions of South Africa. The paper argues that curriculum has to reflect the cultural and racial diversity in South Africa, and further suggests that all languages and cultures in South Africa are essential in the building of an anti-racist and anti-sexist society. The monitoring of academic activity in a democratic education system can be confusing to teachers who have been trained within the confines of an apartheid （Bantu） education. The paper therefore suggests that more funds will have to be put aside by the government to upgrade the pedagogical approach of teachers so that they can be able to deal with their new role of leadership and the developing of content, and tackle issues of sexism/racism both in and out of the classroom.
