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Controlling the Ever Threatening ‘Other’

100%
Leroy M.
Anglica. An International Journal of English Studies
|
2019
|
issue 28/3
133-144
XX
Ideas of Australia being invaded by a foreign ‘Other’ have been present throughout much of its history and this legacy is still present today. My paper will reveal the red thread of control that runs through Australia’s attitude and policy towards asylum seekers since European arrival. Claims of current restrictions against asylum seekers being mere Islamophobia ignore this history. From the grudging admission of Jewish refugees during times of Nazi oppression to quotas placed on certain nationalities and later draconian punishments for those claiming asylum without a prior visa, control of the ‘Other’ has been a constant theme, with current policies of mandatory detention and off shore processing on far away Pacific islands separating the Australian ‘Self’ from the foreign ‘Other.’
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Literature As the “Voice of the Other” in the Educational Space

67%
Morawska I.
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
|
2018
|
issue 3
EN
The issue of the article refers to the research on literary and cultural-literary education, which emphasizes the values of dialogue and interaction in the process of educating reading skills. According to theoretical assumptions, the category of the “Other” plays a significant role in such a recognized reading model. Its application in reference to literature as a medium open to communication and motivating to show various forms of activity, is confirmed in many currents of contemporary humanities. The problematic issue is a source of inspiration for the examples and educational reflections on the topic of student support discussed in the text – with the participation of literary texts (and other cultural texts) – in acquiring cognitive, ethical, narrative, communication and information competences important to their development, etc.
PL
Problematyka artykułu nawiązuje do badań nad literaturą i edukacją kulturowo-literacką, które eksponują walory dialogu i interakcji w procesie kształcenia umiejętności lekturowych. Zgodnie z teoretycznymi założeniami znaczącą rolę w tak ujmowanym modelu czytania odgrywa kategoria Innego. Jej stosowanie w odniesieniu do literatury, jako medium otwartego na komunikację i motywującego do wykazywania różnych form aktywności, znajduje potwierdzenie w wielu nurtach współczesnej humanistyki. Sygnalizowana problematyka stanowi źródło inspiracji dla omówionych w tekście przykładów i refleksji edukacyjnych na temat wspierania uczniów – przy udziale tekstów literackich (i innych tekstów kultury) – w zdobywaniu ważnych dla ich rozwoju kompetencji poznawczych, etycznych, narracyjnych, komunikacyjno-informacyjnych itd.
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