A Study of Hybridization Processes in Japanese Renditions of English Haiku
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Haiku Attunement & the “Aha” Moment
Special Article Haiku Attunement & the “Aha” Moment By Edward Levinson Author Edward Levinson As a photographer and writer living, working, and creating in Japan spring rain for 40 years, I like to think I know it well. However, since I am not an washing heart academic, the way I understand and interpret the culture is spirit’s kiss intrinsically visual. Smells and sounds also play a big part in creating my experiences and memories. In essence, my relationship with Later this haiku certainly surprised a Japanese TV reporter who Japan is conducted making use of all the senses. And this is the was covering a “Haiku in English” meeting in Tokyo where I read it. perfect starting point for composing haiku. Later it appeared on the evening news, an odd place to share my Attunement to one’s surroundings is important when making inner life. photographs, both as art and for my editorial projects on Japanese PHOTO 1: Author @Edward Levinson culture and travel. The power of the senses influences my essays and poetry as well. In haiku, with its short three-line form, the key to success is to capture and share the sensual nature of life, both physical and philosophical. For me, the so-called “aha” moment is the main ingredient for making a meaningful haiku. People often comment that my photos and haiku create a feeling of nostalgia. An accomplished Japanese poet and friend living in Hokkaido, Noriko Nagaya, excitedly telephoned me one morning after reading my haiku book. Her insight was that my haiku visions were similar to the way I must see at the exact moment I take a photo. -
From African to African American: the Creolization of African Culture
From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness. -
BTS' A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker a Dissertation
BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2019 Reading Committee: Anis Bawarshi, Chair Nancy Bou Ayash Juan C. Guerra Program Authorized to Offer Degree: English ©Copyright 2019 Judy-Gail Baker University of Washington Abstract BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker Chair of the Supervisory Committee: Anis Bawarshi English As a transcultural K-Pop fandom, 아미 [A.R.M.Y.] perform out-of-school, Web 2.0 English[es] composing to cooperatively translate, exchange and broker content for parasocially relating to/with members of the supergroup 방탄소년단 [BTS] and to/with each other. Using critical linguistic ethnography, this study traces how 아미 microbloggers’ digital conversations embody Jenkins’ principles of participatory fandom and Wenger’s characteristics of communities of learning practice. By creating Wei’s multilingual translanguaging spaces, 아미 assemble interest-based collectives Pérez González calls translation adhocracies, who collaboratively access resources, produce content and distribute fan compositions within and beyond fandom members. In-school K-12 and secondary learning writing Composition and Literacy Studies’ theory, research and pedagogy imagine learners as underdeveloped novices undergoing socialization to existing “native” discourses and genres and acquiring through “expert” instruction competencies for formal academic and professional “lived” composing. Critical discourse analysis of 아미 texts documents diverse learners’ initiating, mediating, translating and remixing transmodal, plurilingual compositions with agency, scope and sophistication that challenge the fields’ structural assumptions and deficit framing of students. -
Kigo-Articles.Pdf
Kigo Articles Contained in the All-in-One PDF 1) Kigo and Seasonal Reference: Cross-cultural Issues in Anglo- American Haiku Author: Richard Gilbert (10 pages, 7500 words). A discussion of differences between season words as used in English-language haiku, and kigo within the Japanese literary context. Publication: Kumamoto Studies in English Language and Literature 49, Kumamoto University, Kumamoto, Japan, March 2006 (pp. 29- 46); revised from Simply Haiku 3.3 (Autumn 2005). 2) A New Haiku Era: Non-season kigo in the Gendai Haiku saijiki Authors: Richard Gilbert, Yûki Itô, Tomoko Murase, Ayaka Nishikawa, and Tomoko Takaki (4 pages, 1900 words). Introduction to the Muki Saijiki focusing on the muki kigo volume of the 2004 the Modern Haiku Association (Gendai Haiku Kyôkai; MHA). This article contains the translation of the Introduction to the volume, by Tohta Kaneko. Publication: Modern Haiku 37.2 (Summer 2006) 3) The Heart in Season: Sampling the Gendai Haiku Non-season Muki Saijiki – Preface Authors: Yûki Itô, with Richard Gilbert (3 pages, 1400 words). An online compliment to the Introduction by Tohta Kaneko found in the above-referenced Muki Saijiki article. Within, some useful information concerning the treatments of kigo in Bashô and Issa. Much of the information has been translated from Tohta Kaneko's Introduction to Haiku. Publication: Simply Haiku Journal 4.3 (Autumn 2006) 4) The Gendai Haiku Muki Saijiki -- Table of Contents Authors: Richard Gilbert, Yûki Itô, Tomoko Murase, Ayaka Nishikawa, and Tomoko Takaki (30 pages, 9300 words). A bilingual compilation of the keywords used in the Muki Saijiki Table of Contents. -
Change, Including Border and Boundary Crossing Experienced by Students from Non-Dominant Communities
*/(5., PUBLICATIONS AND RESOURCES FOR TRANSFORMING PUBLIC SCHOOLS Re-mediating Literacy: Culture, Difference, and Learning for Students from Non-dominant Communities (\[OVYZ!2YPZ.\[PtYYLa7AP[SHSP4VYHSLZHUK+HUU`*4HY[PULa +H[L! :LYPLZ5\TILY!77)7? ;OPZWHWLY^HZVYPNPUHSS`W\ISPZOLKPU9L]PL^VM9LZLHYJOPU,K\JH[PVU;OL THU\ZJYPW[]LYZPVUPZYLWYPU[LKOLYL^P[O[OLWLYTPZZPVUVM[OLH\[OVYZ;OLVYPNPUHSW\ISPJH [PVUPZH]HPSHISLH[O[[W!^^^HLYHUL[ .\[PtYYLa2+4VYHSLZ7A 4HY[PULa+* 9LTLKPH[PUNSP[LYHJ`!J\S[\YL KPMMLYLUJLHUKSLHYUPUNMVYZ[\KLU[ZMYVTUVUKVTPUHU[JVTT\UP[PLZ9L]PL^VM9LZLHYJOPU ,K\JH[PVU ;OL*,5;,9?*/(5.,PZHYLWVZP[VY`VMKVJ\TLU[ZWYVK\JLKI`HUKHIV\[<*3(Z[\KLU[ZHS\TUP HUKMHJ\S[`VU[OL^VYRVM[YHUZMVYTPUNW\ISPJZJOVVSZ;OL*,5;,9?*/(5.,PZTHUHNLKI`HU LKP[VYPHSIVHYK[OH[TLL[ZTVU[OS`[VYL]PL^Z\ITPZZPVUZHUKKL]LSVWUL^JVU[LU[(JJLZZ[V[OLZL YLZV\YJLZ]HY`^P[OJVW`YPNO[YLZ[YPJ[PVUZOV^L]LY*LU[LY?Z[YP]LZ[VWYV]PKLVWLUHUKMYLLHJJLZZ ^OLUL]LYWVZZPISL *VU[LU[VM[OL(Y[PJSLZHYLHJJLZZI`]HYPV\ZJVW`YPNO[Z" ;OL?*OHUNL(YJOP]LPZ<*9LNLU[Z *LU[LY?PZHWHY[VM[OL.YHK\H[L:JOVVS VM,K\JH[PVUHUK0UMVYTH[PVU:[\KPLZH[<*3( 4VVYL/HSS)V_ 3VZ(UNLSLZ*( ^^^JLU[LY_NZLPZ\JSHLK\ Abstract In this chapter, we examine notions of educational risk in the context of literacy theories and research. Deficit notions about the cognitive potential of individuals from nondominant1 communities have persisted in social science inquiry, particu- larly where literacy is concerned. The intellectual trails of current conflicting ideas about literacy can be traced in part to theories about the role of literacy in society. For example, the great divide theories of literacy, sustained by a view of culture as social evolution and progress (Cole, 2005), attributed significant differences to the cognitive and cultural development of literate and nonliterate people and their communities (Goody, 1977, 1986, 1987; Goody and Watt, 1963; Havelock, 1963; Ong, 1982).2 This literacy thesis held that there were “categorical differences in cognition and language as consequences of literacy” (Reder and Davila, 2005, p. -
POETRY Haikai, the Poetics of Intensity and Perception
Haikai, the poetics of intensity and perception Arlindo Rebechi Junior Professor of the School of Architecture, Arts and Communication (FAAC), of the São Paulo POETRY State University (UNESP), and of the Graduate Program in Communication – UNESP. PhD in Brazilian Literature from the School of Philosophy, Letters and Human Sciences (FFLCH) of the University of São Paulo (USP). E-mail: [email protected] Abstract: This short article has the purpose Resumo: Este breve artigo tem o propósito of presenting the Japanese poetry known de apresentar a poesia japonesa conheci- as haikai. Its most prevalent representative da como haikai. Seu principal mestre foi was Matsuo Bashô (1644-1694) and he was Matsuo Bashô (1644-1694), responsável responsible for providing a new status to por dar um novo estatuto ao haikai ao the haikai, creating a school called Shômon criar uma escola chamada Shômon, em where he made many disciples. que formou muitos discípulos. Keywords: Matsuo Bashô; Japanese poetry; Palavras-chave: Matsuo Bashô; poesia haikai. japonesa; haikai. 127 comunicação & educação • Year XXIV • issue 1 • Jan/Jun 2019 Haikai is simply what is happening here, now. Matsuo Bashô1 1. HAIKAI: THE LITTLE JAPANESE POETIC COMPOSITION To understand the poetic form of the haikai, we need to know its antecedents. Present in a central position in Japanese poetry of classical tradition, the tanka is a kind of short poem whose metric composition follows the 5-7-5-7-7 scheme, alternating its verses sometimes with five syllables, sometimes with seven syllables. 1. Bashô, in response to Over time, a division between the first three verses (the 5-7-5 triplet) and the his zen master Bucchô, apud FRANCHETTI, last two verses (the 7-7 couplet) – respectively, the upper stanza (kami-no-ku) and Paulo. -
Observe the Japanese Consciousness of Beauty by Kigo
Advances in Social Science, Education and Humanities Research, volume 85 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics (MSETASSE 2016) Observation of the Japanese Consciousness of Beauty by Kigo Study Shen Wen, a 1Jiangxi college of foreign studies,NanChang,330099, China [email protected] Keywords: Kigo; Haiku; Consciousness; Beauty; Religious customs Abstract. Season language is the soul of haiku. The natural geographical environment and traditional farming production make the Japanese nation forms the genesis of life, cultural psychological structure of the nation that bears a unique way of thinking, emotions, values and aesthetic appeal in depth. Kigo in haiku implies the natural aesthetics that Japanese people interact with nature communion, which conveys the profound nature of the Japanese people's unique aesthetic view and philosophy of language likes season’s word. 1. Introduction Haiku is a traditional form of Japanese literature rhyme, it is not only the shortest metrical poetry in the world's literature, but also is unique to Japanese Literature Poetry. Traditional haiku requires seventeen syllables, as かとにま つははたちあふ よ ちいさし. This haiku is to the effect that: before the door stand tall sunflower, old mother stand still under it, expecting the child back, I am so eager to go home. In addition, the haiku also requires the existence of a season word. Kigo is an important factor in the haiku sentence, it is like "Poetry eye" in the poem, which is the key to understanding haiku. So, in this first sentence of haiku, kigo is "Li Kui”, a kind of ornamental flowers. -
Overcoming Linguistic and Cultural Genocide in South Texas: Some
Journal of Modern Education Review, ISSN 2155-7993, USA February 2016, Volume 6, No. 2, pp. 79–91 Doi: 10.15341/jmer(2155-7993)/02.06.2016/001 © Academic Star Publishing Company, 2016 http://www.academicstar.us Overcoming Linguistic and Cultural Genocide in South Texas: Some Advice for Parents Julien Ekiaka-Oblazamengo1, Mónica Rosalina Medina-Jiménez1, Valentin Ekiaka Nzai2 (1. Department of Teacher and Bilingual Education, Texas A&M University-Kingsville, USA; 2. Mexican American Catholic College, San Antonio, USA) Abstract: As the hegemonic trend toward a unique and uniform culture and language grows, some ethnic groups in South Texas are not ready to give up their cultural and linguistic rights. In opposition to Anglo American leading institutions, many students drop out of schools (Beykont, 1997, 2002). Historically, schools and teachers — consciously or unconsciously — have been the medium to institutionalize a policing of one language (Skutnabb-Kangas, 2000) and to deculturalize and/or Americanize Mexican American students. Since Guadalupe Hidalgo’s bill, the most common methods which were incorporated into educational policies included segregation and isolation, forced change of language, curriculum and textbooks reflecting the dominant group, denial of cultural and religious expression of dominated groups, and the exclusive use of teachers from dominant groups (Spring, 2007). Using a critical pedagogical approach, the authors discuss Texas’ public school districts as an oppressive cultural system by Anglo Americans standards or policies, and some practical advice to Mexican-American/Latino Parents on how to stop the ongoing deculturation of future generations of their children, including the intensive use of technologies. Key words: linguistic genocide, cultural genocide, linguistic/cultural assimilation, bilingualism 1. -
Kigo: Seasonal Words Four-Monthly Poetry
Issue 1 New Year / Spring April 2014 Kigo: Seasonal Words Four-Monthly Poetry TABLE OF CONTENTS EDITOR’S WELCOME ...............................................p.1 100 HAIKU ...............................................p.2 CONTRIBUTORS .............................................p.34 A FEW KIGO .............................................p.44 CALL FOR SUBMISSIONS .............................................p.45 Kigo: Seasonal Words Four-monthly Poetry ISSN 2055-3420 © Chuffed Buff Books Ltd., 2014 Editorial and design by S Philip Cover image © Knumina Studios / shutterstock.com, 2014 All haiku appear under copyright of their respective authors. No work may be republished or used in any way without written permission. Published by Chuffed Buff Books Ltd., London, UK www.chuffedbuffbooks.com Issue 1 New Year / Spring April 2014 Kigo: Seasonal Words Four-Monthly Poetry elcome to the inaugural issue of Kigo: Seasonal Words! This three-times-a-year poetry e-zine is Wdedicated to the art of haiku. A project fuelled by a passion for the poetic, it is free to submit to and free to download. A new issue will be available in PDF format each April, August and December. The focus of this first issue is ‘New Year/Spring’. Transition, emergence and rebirth. From the dark days of winter to the fresh blossoming of spring, the following 100 haiku reflect the nature, feeling and tone of these seasons. Also included are brief biographical notes of the forty international contributors whose work adorns these pages. I guarantee you will find interesting -
Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1979 Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America. J. Jairo Gomez-angel Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Gomez-angel, J. Jairo, "Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America." (1979). LSU Historical Dissertations and Theses. 3394. https://digitalcommons.lsu.edu/gradschool_disstheses/3394 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand marking? or notations which may appear on this reproduction. 1.The sign or “target** for pages apparently lacking from the document photographed is “Missing Page(s)’*. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. -
Japan and the Culture of the Four Seasons Nature, Literature and the Arts
Rethinking Nature in Contemporary Japan From Tradition to Modernity edited by Bonaventura Ruperti, Silvia Vesco and Carolina Negri Japan and the Culture of the Four Seasons Nature, Literature and the Arts Haruo Shirane (Columbia University, New York City, USA) Abstract This paper examines the major functions of the representations of nature in traditional Japanese culture with an emphasis on the following: 1) the codification of nature and the seasons in a wide range of Japanese cultural phenomena, beginning with classical poetry (waka) and scroll paintings (emaki), from at least the tenth century onward; 2) the cause, manner, and function of that codification, particularly the social and religious functions; 3) a major historical change in the repre- sentation of nature in the late medieval period (fourteenth to sixteenth centuries) to include more farm-village based views of nature and the seasons; and 4) the dynamic of intertwining courtly and popular representations of nature in the early modern period (seventeenth to nineteenth centuries). Summary 1 Talismanic Representation. – 2 The Function of Seasonal Words. – 3 Satoyama (Farm Village at the Foot of a Mountain). – 4 Seasonal Pyramid. – 5 Seasonal Words in the Modern Period. Keywords Nature. Four seasons. Japanese culture. Social and talismanic functions. This essays aims to deal with the major functions of nature in traditional Japanese culture. The analysis will be drawn from my recent book title Japan and the Culture of the Four Seasons.1 Let us begin with a large Japanese screen painting (byōbu-e 屏風絵) from around the sixteenth century (fig. 1). The painting below has no title, leav- ing us to guess the content. -
1. Why Does Haiku Attract So Many People?
HPR2012 Keynote Speech Why Haiku is Popular? Akito Arima Good morning, ladies and gentlemen, my fellow haiku poets! It is my great honor and pleasure to be here at this beautiful Asilomar and to have this opportunity to talk about our traditional genre of literature called haiku. I would like to begin with a question, why so many people, not only in Japan, but people elsewhere in the world are attracted to haiku. Then I would like to talk about the subject and the form of haiku in Japan, my speculation on animism as the basis for haiku and mutual understanding among different cultures, and finally about the spread of haiku to the West and its influence on Western poetry. So let me begin. 1. Why Does Haiku Attract So Many People? There are millions of haiku poets in Japan. One or two teachers lead each of hundreds of groups of haiku poets and publish a monthly or bimonthly haiku journal. The largest journal is Hototogisu, which is said to have several hundred thousand subscribers, and the smaller groups or journals may have a hundred members or subscribers. Suppose each haiku group has 1,000 members. Since there are roughly 1,000 haiku groups in Japan, we can try a simple calculation: 1,000 multiplied by 1,000 makes one million. Besides that, many haiku poets write haiku without belonging to a group, and submit their haiku to newspaper columns and haiku magazines. Why are there so many haiku poets in Japan? The three greatest reasons are these: (1) Because haiku is short and has the fixed form of 5-7-5 Japanese syllables.