Mimetic creativity in Japanese translations of Edgar Allen Poe

Abstract:

This study of contemporary Japanese translations of selected stories of Edgar Allen Poe argues that contemporary translators have adopted a creative strategy of translation that succeeds in avoiding what Berman has called ‘the destruction of underlying networks of signification’. In a writer of gothic horror such as Poe, chains of expression that establish a mood and visualization are vital to building the reader’s sense of fear and anticipation. The current study shows that the Japanese translators employ sound symbolism and alliteration to create a feeling akin to that in Poe, yet their application of such techniques is distributed differently than in Poe’s original language, and differently from one another. This article examines the use of mimetics in four contemporary Japanese translations of two of Poe’s gothic horror narratives and two translations of one detective narrative. The results show that the Japanese translators used mimetic words in their translations at rates similar to those found in recent studies of selected writers of modern and contemporary fiction. The second finding is that when translating the passages containing the seventy-six sound-symbolic forms in the English source text, the translators of Poe used Japanese mimetic terms 34 per cent of the time. The third finding is that the 34 per cent figure for percentage of sound-symbolic English words translated with mimetic expressions in the target text represented only 12 percent of the total number of mimetics (355 tokens) used in the Japanese translations. The fourth finding reveals an overlap in translator use of a mimetic averaging 42.6 per cent.     

Longer Term Impact of Bystander Training to Reduce Violence Acceptance and Sexism

ABSTRACT

Many bystander programs to prevent violence have been developed and evaluated in college populations. An exception is the randomized controlled trial of Green Dot, found effective in reducing violence rates and violence acceptance in 26 high-schools (2010–2014). In ‘Life’s Snapshot’, 10,727 seniors were recruited from these same schools with the goal of determining the longer-term efficacy of bystander training. Students in intervention schools could have up to three years of Green Dot exposure. Seniors from intervention versus control schools had significantly lower scores (p <.01) indicating less violence acceptance or sexism for two of five measures. Seniors’ self-reports of bystander training received confirmed these findings. These cross-sectional analyses suggest that some reductions in violence acceptance associated with bystander programming may be maintained into early adulthood.     

Reactions to Affirmative Action: Group Membership and Social Justice

A program designed for either women, visible minorities, or disabled persons was rated by 264 women and men respondents. An analysis of variance revealed that reactions to affirmative action varied according to the sex of the respondent and the group targeted by the policy. Further analyses were conducted to examine the effects of two social justice concerns on support for affirmative action, that is, scope of justice (extending fair treatment onto others) and perceived threat on behalf of nondesignated groups. According to findings, the link between social justice concerns and reactions to the policy was affected by the group targeted by affirmative action. Furthermore, both social justice concerns were not equally important predictors of attitudes toward affirmative action for women and men respondents.     

Mediated territoriality: rural workers and the efforts to scale out agroecology in Nicaragua

The Spanish word formación can be translated as ‘training’ or ‘education’, but Latin American social movements use it as inspired by Che Guevara’s notion of ‘molding’ the values of the new woman and new man for egalitarian, cooperative social relations in the construction of a ‘new society’. This contribution presents findings on the dialectical linkages between the formación processes led by the Rural Workers’ Association (ATC) and the gradual transformation of the Nicaraguan countryside by peasant families choosing to grow food using agroecological practices. We use Vygotsky’s sociocultural historical theory to explore the developmental processes of formación subjects and the pedagogical mediators of their transformation into movement cadre. The motivations of active learners to develop new senses and collective understandings about their material reality become a counterhegemonic process of internalization and socialization of agroecological knowledges and senses. In this paper, we further explore the formación process by identifying territorial mediators: culturally significant elements within and outside of individuals that facilitate the rooting of agroecological social processes in a given territory where the social movement is active. By placing the territory, rather than the individual, at the center of popular education processes, new synergies are emerging in the construction of socially mobilizing methods for producing and spreading agroecological knowledge.