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Norme, pragmatisme et frustration: La traduction des noms propres dans Le documentaire de voyage
( Anne-lise Weidman ) 한국통역번역학회 2011 FORUM Vol.9 No.1
This paper was first presented at a seminar on "The translation of proper names in travel literature". On the basis of a case study of the translation of well-known anthroponyms and toponyms in Walter Hasenclever`s "Exilliteratur" novel "Die Rechtlosen", we show that proper names cannot be translated systematically by commonly accepted linguistic equivalences. On the contrary, as the names themselves often carry strong connotations in the source text and are therefore essential to its underlying meaning, they must first be submitted to a process of interpretation. Their rendering will, therefore, always have a discursive equivalence, even if it may look at first sight like a linguistic equivalence.
John C. Weidman 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.3
The purpose of this article is to build a series of frameworks for understanding social and educational changes that have the potential to inform the preparation of future international development education scholars and practitioners. It begins with a description of the main trends driving contemporary development education. This is followed by a discussion of the post-2015 directions reflected in international educational policy declarations generated by United Nations agencies. The positivist conceptual underpinnings of international educational development trends are identified and linked to their historical roots in the field of comparative and international education, with specific reference to the early work of Rolland Paulston. A framework drawing on functional perspectives is developed to enhance understanding of international education reform and then used to examine international teacher education. A shift from mostly static to a dynamic framework is illustrated with the introduction of a Tai-Ji model. The article concludes with a discussion of implications for international development scholars and practitioners as well as for funding agencies and policymakers seeking to improve educational systems.
Enes Gok,John C. Weidman 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.3
This article explored the contribution of Asia Pacific Education Review (APER) to expanding the scope of research on comparative and international education in Asia. We developed a rubric based on extensive studies (Rust et al. in Comp Educ Rev, 43(1):86–109, 1999; Foster et al. in Int J Educ Dev 32:711–732, 2012) of research in the field to compare three highly ranked journals in the field of comparative and international education (Comparative Education, Comparative Education Review, and International Journal of Educational Development) with the fledgling APER on the content of the articles they published between 2006 and 2010. Results were also compared with sources included in the 2011, 2012, and 2013 bibliographies prepared for the Comparative Education Review. The study highlights publication patterns of these journals, focusing on methodology, education level, region, and topics. Findings suggest that these journals, while sharing some things in common, also show distinct patterns, suggesting questions about the extent to which distinctively Asian topics and approaches are fully represented.