Translation and the internationalization of higher education in the anglophone West
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Vanessa Enríquez Raído
Abstract
This chapter examines the role and aims of translation in education against the renewed interest in the internationalization of higher education in the anglophone West, in particular in New Zealand as compared to the United Kingdom. The chapter first argues that this renewed interest is driven mainly by globalization and the shift from liberalism to neoliberalism as the dominant economic discourse of Western nation-states. It then contends that this shift has mainly resulted in a narrow economic and instrumental view of the contemporary university, which in turn has had a detrimental effect on the traditional university culture of academic freedom and independent learning in the West, and, consequently, on the value of education in languages and translation. The chapter subsequently discusses new literacy aims for translation in the emerging global knowledge economy from the perspectives of internationalization, intercultural communication, and the economics of information, among others. It concludes that, in an age of knowledge capitalism, the role and aims of translation in education are not necessarily the same as those of education in translation, and identifies a number of intersecting literacy goals within an emerging global education sector that requires the repositioning of both language and translation learning against a paradoxical backdrop of decreasing student numbers and increased market demand for intercultural mediation services.
Abstract
This chapter examines the role and aims of translation in education against the renewed interest in the internationalization of higher education in the anglophone West, in particular in New Zealand as compared to the United Kingdom. The chapter first argues that this renewed interest is driven mainly by globalization and the shift from liberalism to neoliberalism as the dominant economic discourse of Western nation-states. It then contends that this shift has mainly resulted in a narrow economic and instrumental view of the contemporary university, which in turn has had a detrimental effect on the traditional university culture of academic freedom and independent learning in the West, and, consequently, on the value of education in languages and translation. The chapter subsequently discusses new literacy aims for translation in the emerging global knowledge economy from the perspectives of internationalization, intercultural communication, and the economics of information, among others. It concludes that, in an age of knowledge capitalism, the role and aims of translation in education are not necessarily the same as those of education in translation, and identifies a number of intersecting literacy goals within an emerging global education sector that requires the repositioning of both language and translation learning against a paradoxical backdrop of decreasing student numbers and increased market demand for intercultural mediation services.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- The evolving curriculum in interpreter and translator education 1
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Part I. Conceptualizations of curricula
- Translation and the internationalization of higher education in the anglophone West 25
- “TI literacy” for general undergraduate education 53
- European Masters in Translation 75
- Doctoral training in Translation Studies 99
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Part II. Innovation and reform
- Undergraduate and graduate level interpreter education 119
- Structure and process 141
- Innovations in online interpreter education 161
- Bridging the gap between curricula and industry 185
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Part III. Technology
- A singular(ity) preoccupation 205
- The proper place of localization in translation curricula 229
- Technology literacy for the interpreter 259
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Part IV. The course and the curriculum
- A relevancy approach to cultural competence in translation curricula 271
- Knowing what and knowing how 301
- Teaching translation in a multilingual practice class 319
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Part V. Stakeholder networks
- The contribution of institutional recruiters to interpreter training 343
- Institutional cooperation in the area of training – a two-way collaboration 369
- The role of the European Commission’s Virtual Class Program in university curricula 379
- The hidden curriculum revealed in study trip reflective essays 393
- Notes on contributors 409
- Name index 417
- Subject index 423
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- The evolving curriculum in interpreter and translator education 1
-
Part I. Conceptualizations of curricula
- Translation and the internationalization of higher education in the anglophone West 25
- “TI literacy” for general undergraduate education 53
- European Masters in Translation 75
- Doctoral training in Translation Studies 99
-
Part II. Innovation and reform
- Undergraduate and graduate level interpreter education 119
- Structure and process 141
- Innovations in online interpreter education 161
- Bridging the gap between curricula and industry 185
-
Part III. Technology
- A singular(ity) preoccupation 205
- The proper place of localization in translation curricula 229
- Technology literacy for the interpreter 259
-
Part IV. The course and the curriculum
- A relevancy approach to cultural competence in translation curricula 271
- Knowing what and knowing how 301
- Teaching translation in a multilingual practice class 319
-
Part V. Stakeholder networks
- The contribution of institutional recruiters to interpreter training 343
- Institutional cooperation in the area of training – a two-way collaboration 369
- The role of the European Commission’s Virtual Class Program in university curricula 379
- The hidden curriculum revealed in study trip reflective essays 393
- Notes on contributors 409
- Name index 417
- Subject index 423
