The View From Here:
Lynne Fukuda

In the Beginning

Dan Lukiv, M.Ed.
English and Creative Writing
McNaughton Centre, Quesnel, BC, Canada
E-mail: lukivdan@shaw.ca

26.
Men from Crete
Stop up wells
That Abraham dug,
Forging unfriendships
With prophets
Yet unborn.

27.
You say nothing of
Cain’s rage in Esau
The hairy one.

But Isaac will see your
Bitterness of spirit,
Even the faces of Judith and
Basemath in your
Distressed eyes,

And he surely will
Send away Jacob, who
Seized his brother’s heel,
But not his right hand.

full text >>>

The Exchange Student in Translation Courses:
Their Influence on Different Aspects of Teaching

Marie-Evelyne Le Poder
Instructor           
Spanish-French Translation
University of Granada (Spain)                
E-mail:  lepoder_ugr@hotmail.com

The Phenomenon of Internationalization

The evolution of European Exchange Programs, especially the Socrates/Erasmus program, is evident. An increasing number of students from foreign universities incorporate themselves into lectures at a Spanish university. Resulting from this exchange is the phenomenon of multiculturality that affects even the most diverse degrees. This article concentrates on the European Exchange Program in effect at the University of Granada (UGR) and, in a more specific way, the Faculty of Translating and Interpreting at the University.

Every academic year the UGR welcomes approximately 1500 students into its exchange program, a number that situates it at the head of study-stay destinations in Spain chosen by European students.

Referring to the Faculty of Translating and Interpreting itself, there are three main ways of entry: the Socrates/Erasmus program and, within that framework, the Applied Languages Europe program (ALE), and other agreements.

full text >>>

Performative Student Writing in the Cultural Studies Classroom

Linda S. Watts, PhD
Professor of American Studies
Interdisciplinary Arts and Sciences Program
University of Washington, Bothell
E-mail:  lwatts@uwb.edu

In the twenty-first century it is becoming commonplace to hear about the importance of student encounters with different voices and perspectives in their course-based reading experiences--particularly within cultural studies programs.  Required readings for such courses often feature unconventional prose by such contemporary writers as Toni Morrison, Susan Griffin, and Gloria Anzaldúa.  It is still comparatively seldom, however, that college courses invite undergraduate students to write in such a manner.  Although most educators recognize the value of multivocal and nonlinear texts as student readings, discussions of classroom practice rarely take up in explicit ways the corresponding importance of students registering those encounters with experimental texts through their own performative writing acts. With all their claims to diversity, multiplicity, and inclusion, our celebrated new pedagogies for the study of culture seem infrequently to address the implications of these curricular transformations for educator paradigms of student writing. Pedagogical innovations in terms of required reading content, while important, are not sufficient to achieve inclusive practice within the classroom. As educators we need to rethink our approaches to devising writing assignments, altering and opening our views of the forms student response might fittingly take, or complicating our notions of what it might now mean to assign, respond to, and evaluate student writing.

full text >>>