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Rhetoric, Translation and an Interdisciplinary Pedagogy for Transglobal Literacy

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Rhetoric, Translation and an Interdisciplinary Pedagogy for Transglobal Literacy Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English Summer 7-16-2012 The Art of Future Discourse: Rhetoric, Translation and an Interdisciplinary Pedagogy for Transglobal Literacy Estefania Olid-Pena Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Olid-Pena, Estefania, "The Art of Future Discourse: Rhetoric, Translation and an Interdisciplinary Pedagogy for Transglobal Literacy." Dissertation, Georgia State University, 2012. https://scholarworks.gsu.edu/english_diss/94 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. THE ART OF FUTURE DISCOURSE: RHETORIC, TRANSLATION AND AN INTERDISCIPLINARY PEDAGOGY FOR TRANSGLOBAL LITERACY by ESTEFANÍA OLID-PEÑA Under the Direction of Beth Burmester ABSTRACT Theorists who have categorized translation as an imperfect and never-ending task have also questioned the legitimacy of this field over the years. It is uncommon for other disciplines to consider translation a topic of study. Except for translation classes in which students discuss in detail the nature of the translators’ tasks and their methodology, professors of other disciplines rarely address the fact that the voice of the translator is an overlooked, yet an important component of any translation. As a consequence, students around the globe read translated works without acknowledging translators’ ethos and their rhetorical situation. The consideration of this voice in those translated texts is mentioned only in passing, if at all. Due to the lack of discussion that relates the disciplines of translation and rhetoric, it is imperative to re/examine and re/frame the current state of the rhetoric of translation and comment on the traditional and historiographical ties that intertwine these two disciplines. In this way I argue that translation, as a discipline, should be considered part of the rhetorical tradition, and a key element within rhetorical education. This relationship between rhetoric and translation is further complemented with the pedagogical application of practical rhetorical and translation tools in the analysis and critical interpretation of selected Western translated texts. The fruition of this goal will be presented through a new approximation to the reading of these very same texts. To this end, I am also introducing a new literacy called Transglobal whose aim is twofold: For one, it aims to decenter preconceived patterns of thought that confine the interpretation of translated texts within the boundaries of mere ideological superstructures, but it is also based upon a pedagogy that is global, transcending all national boundaries. In sum, what I am proposing is that professors of all disciplines engage in a rhetorical and translation dialogue with their students to broaden the understanding and current perception of translated texts. INDEX WORDS: Rhetoric, Translation, Transglobal, History of rhetoric, History of translation, Transglobal literacy, Literacy THE ART OF FUTURE DISCOURSE: RHETORIC, TRANSLATION AND AN INTERDISCIPLINARY PEDAGOGY FOR TRANSGLOBAL LITERACY by ESTEFANÍA OLID-PEÑA A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2012 Copyright by Estefanía Olid-Peña 2012 THE ART OF FUTURE DISCOURSE: RHETORIC, TRANSLATION AND AN INTERDISCIPLINARY PEDAGOGY FOR TRANSGLOBAL LITERACY by ESTEFANÍA OLID-PEÑA Committee Chair: Beth Burmester Committee: Lynée Lewis Gaillet Annette Grant Cash Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University August 2012 iv DEDICATION To my Tía Piti who at the age of 87 told me “el sueño de mi vida es que completes tu disertación” (“The dream of my life is that you finish your dissertation.”) In days when I lost hope and felt like giving up, her words resonated in me allowing me to move forward. So I did…finish, and this dissertation is for you. And last… For my dad Dr. Roberto Olid and my mom Carmina who always believed in me. v ACKNOWLEDGEMENTS Throughout this journey, I have been fortunate to be surrounded by the most gifted and supportive group of individuals. Of all, I owe the most gratitude to my husband Chris Wigley whose love and support helped keep me grounded and sane during all these years. I also would like to acknowledge my Bosnian brother Val Causevic whose unconditional love and constant encouragement made this journey a lot less arduous. A special thank you to Crystal Todd Wright who happily volunteered to put my methodology into practice in her English Composition class at GSU. I would also like to thank my incredible committee members Lynée Gaillet, for keeping me focused, and Annette Grant Cash, for listening, guiding me, and always reminding me that a dissertation was a difficult, yet attainable goal. I will be forever indebted to you and your unbelievable editorial skills Annette. I am particularly grateful to my dissertation chair, Beth Burmester, for her extremely helpful comments and feedback. Finally, warm thanks to my family and inter/national friends who have had to put up with me writing away on the laptop instead of spending quality time with them. You know who you are. Much love to you all! vi TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................. v TABLE OF CONTENTS ................................................................................................ vi PREFACE .......................................................................................................................... 1 INTRODUCTION............................................................................................................. 5 1 TRANSLATION AS AN ART: THE PROFESSION OF TRANSLATION STUDIES AND THEORIES .......................................................................................... 13 1.1 History of Translation as Practice in the History of Rhetoric: Classical Rhetoric ............................................................................................................................ 16 1.2 History of Translation as Practice in the History of Rhetoric: Early Christian Rhetoric from the Late Classical Age to the Middle Ages and Medieval Rhetoric .. 19 1.3 History of Translation as a Practice in the History of Rhetoric: From the Renaissance to the Eighteenth Century ........................................................................ 21 1.4 The Rise of Translation Studies as a Discipline................................................... 25 1.5 Translation Studies and Modern and Postmodern Translation Theories ........ 29 1.6 The Ethos of the Translator: Problematizing the Work of Translation as Global ............................................................................................................................... 33 2 TEACHING WRITING, TRANSLATING WRITING: TRANSLATION AS A WRITING PRACTICE IN THE RHETORICAL TRADITION ............................... 41 2.1 Origins of Translation Theory in the History of Rhetoric ................................. 42 2.2 Roman Rhetoric: Translation in Roman Schools ............................................... 45 vii 2.3 The Influence of Classical Rhetoric and Teaching Translation in the Middle Ages .................................................................................................................................. 48 2.4 Rhetorical Education, Translation, and Writing in the Renaissance ................ 50 2.5 The Teaching of Writing in the Enlightenment .................................................. 56 2.6 Teaching Rhetoric and Translation ...................................................................... 59 2.6.1 Rhetorical and Translation Pedagogies in the Nineteenth Century ...................... 59 2.6.2 Rhetorical and Translation Pedagogies in the Twentieth Century ........................ 61 2.6.3 Rhetorical Practices in the Twenty-First Century ....................................................... 66 2.7 Interdisciplinarity Revealed: Rhetoric and Translation .................................... 67 2.8 Classroom Collisions .............................................................................................. 69 3 THE TOOLS AND METHODS OF TRANSLATION: INTERPRETING AND TEACHING TEXTS ....................................................................................................... 72 3.1 What is Translation For? Aims and Purposes in Pedagogy ............................... 73 3.2 Designing a New Methodology and Theory for Teaching Translated Texts .... 75 3.3 Enhancing Transglobal Literacy .......................................................................... 80 3.4 The Rhetoric of Teaching Global Citizens: Converting Translational Literacy into Transglobal Literacy ............................................................................................... 84 3.5 Methodology (Part 1): The Rhetoric and Techniques for a New Model and Theory of Translation Pedagogy ................................................................................... 91 3.6 Methodology (Part 2): Purpose and Implementation ......................................
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