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Land Art as a Means to Negotiate Natural and Cultural Heritage in the United Arab Emirates

100%

Sindelar M. J.

Český lid: etnologický časopis (Český lid: Ethnological journal)

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2017

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vol. 104

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issue 2

213-230

EN

This article examines the practice of Land Art in the United Arab Emirates as a way to negotiate natural and cultural heritage discourses prevalent in the Arab Gulf. It thereby views artworks as cultural statements that possess the enunciatory power to make visible the negotiation and ambiguity inherent in art production. Since the heritage and art industries in the UAE are closely intertwined, heritage discourses have permeated art production and influenced artists’ assumptions about the ways in which nature has been, or should be, equated with the nation. The article argues that Land Art can reveal the ambiguities in artists’ negotiation of the relation between nature and nation – regardless of the artists’ prior intentions for the artwork.

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Between resistance and collaboration: A teacher's professional activity in the Third Space

72%

Litvinaitė J.

Journal of Education Culture and Society

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2022

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vol. 13

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issue 1

157-171

EN

Aim. Based on Pierre Bourdieu’s sociology of education and theory of postcolonialism, to explain how the teacher’s position changes in the processes of cultural transmission to their pupils. Concepts. Bourdieu states that the purpose of a school is to reproduce power relations. Teachers, using their authority, implement a culture that supports the position of the dominant class. However, various new studies show a decline in teacher’s authority. The rupture of hierarchical connections in the process of culture imposition is being studied in postcolonialism. By applying the ideas of Homi K. Bhabha, the modern teacher activity can be explained not as a cultural reproduction but as a teacher’s constant encounters with the culture of the Other. A space where cultural encounters take place, Bhabha names the Third Space. Here, a new hybrid culture emerges, and a school becomes open to otherness and diversity. Results. In contemporary society, teachers do not have enough authority to impose a cultural reproduction. Teachers are forced to choose resistance to their culture by encountering pupils and collaborating with their pupils’ culture. As a result, a hybrid culture emerges, and the Third Space forms in schools. Conclusion. Contemporary education is heavily influenced by societal changes, which are shaping new conditions at schools and different perceptions of teachers’ work. Previous theories of the sociology of education provide only a limited explanation of these processes. By expanding these theories with theories from the field of culture, we broaden our understanding and ability to explain the processes in today’s classrooms. However, such a theoretical approach should be validated by empirical studies in the future. Originality. By applying the postcolonialism theory to explain the process of cultural formation in schools between the teachers and their pupils.

3

RECONCEPTUALISING THE THIRD SPACE OF LEGAL TRANSLATION

72%

Clay E., McAuliffe K.

Comparative Legilinguistics

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2021

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vol. 45

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issue 1

93-126

EN

This paper explores the concept of legal translation as a Third Space through the lens of the ‘multilingual’ Court of Justice of the European Union (ECJ). In many ways legal translation at that Court fits readily with the characterisation of translation as a Third Space. Due to complex internal production processes the ECJ produces texts which are undoubtedly hybrid in nature, and which exhibit distinctive features on a lexical and textual level marking them out as a product of cross-fertilisation of influences from source and target languages and legal cultures. Even the teleological approach taken towards legal reasoning at the ECJ occupies a space outside the strict confines of the texts involved. Both the processes and the product of the ECJ’s language system appear to bear all the hallmarks of translation as a Third Space. However, translation at the ECJ also challenges the concept of a Third Space. The prevailing definitions of translation as a Third Space fail to effectively conceptualise additional nuances of the specific nature of drafting and the complex nature of translation at the ECJ. This paper uses original empirical data to demonstrate that translation at the ECJ places constraints on the undefined, vague and fluid nature of the Third Space, warping the forces at work within that space. In this regard, rather than an amorphous space, the Third Space is better thought of as a determinate area which is delimited by elements of translation process which constrain it. This adapted framing of the Third Space can consequently be used to better understand and illustrate the dynamics at play in other areas of legal translation where the current concept of the Third Space is equally inadequate for encompassing the specific nature of translation practices which impact on that space-in-between.

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1 Comparative Legilinguistics

1 Journal of Education Culture and Society

1 Český lid: etnologický časopis (Český lid: Ethnological journal)

1 Clay E.

1 Litvinaitė J.

1 McAuliffe K.

1 Sindelar M. J.

1 2022

1 2021

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Land Art as a Means to Negotiate Natural and Cultural Heritage in the United Arab Emirates

Between resistance and collaboration: A teacher's professional activity in the Third Space

RECONCEPTUALISING THE THIRD SPACE OF LEGAL TRANSLATION