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Three Generations of British Women Translators: Sarah Austin’s Legacy in the Long Nineteenth Century
No full textThis chapter examines the intellectual endeavours of Sarah Austin (née Taylor, 1793-1867), a British woman writer who in the nineteenth century achieved European recognition as an outstanding English translator whose work was both well received and popular (Johnston 2013). She facilitated intellectual exchanges, discourses, and collaborations by translating into English philosophical, historical, and literary texts originally produced in French, German, and Italian. She shaped an intellectual, active role for the translator that anticipated that of a cultural mediator, which she passed down to her daughter, Lucie Duff Gordon (née Austin, 1821-1869), and her granddaughter, Janet Ross (née Duff Gordon, 1842-1927). They too developed successful literary careers by mediating the history and literature, and political and philosophical debates of other European countries, in which they spent periods of their lives, for the British readership in the long nineteenth century.
This chapter establishes the contribution of Austin, Duff Gordon, and Ross as influential agents in mediating through translation French, German and Italian philosophical and political discourses for a widening British readership. Informed by transnational discourses, their translations are texts aimed to be accessible and engaging culturally and politically for their British target audience. Furthermore, it draws attention to the ways in which Austin’s approach to translation created a distinctive matrilineal intellectual legacy that affirms translating as a profession that facilitates women’s literary and political agency.
The multigenerational approach outlines how, in the nineteenth century, “women who could translate were empowered to imagine a different discourse and ideological space” (Scholl 2011, 2) and to claim the act of translation as a form of writing giving them agency and visibility
Learning to “live upside down”: Experiencing the true and false self in psychotherapy training
No full textThe emergence of the true self is often a significant part of training to become a psychotherapist. Yet the challenge this presents, particularly in relation to the movement between a true and false self has been largely unacknowledged. This study aimed to explore UK trainee psychotherapists’ first-hand experiences of this, to understand how the phenomenon is experienced, and to explore the impact on trainees’ development. Qualitative semi-structured interviews were conducted with five trainee integrative psychotherapists who identified with this struggle. Interpretative phenomenological analysis illuminated two superordinate themes: The tensions of psychotherapy training and “dropping the shackles”: The journey to self-acceptance. Findings highlight the many challenges of the psychotherapy trainee, illustrating how a conflicting need to be ‘true’ alongside an impossible prospect of letting go of adaptations induces shame and judgments. Findings also highlighted the liberating processes of letting go of old constraints, through a journey of self-acceptance and awareness
Polymorphous heterogeneity and episodes of violence in school community: educational implications for building a democratic school
No full textThe present article is an attempt to shed light on a plethora of research studies concerning bullying and acts of violence within school settings. Furthermore, a basic aim of the chapter is to present different facets of school bullying. The presentation and interpretation of different theoretical approaches and the connection with the pro ile of different fragile community members aims to gain an understanding of bullying and victimization. Social and cultural heterogeneity seems to reinforce intimidating forms of aggression. Furthermore, the article emphasizes on suggestions that deal with the root causes of aggression, abuse and violence to help schools prevent and deal with this serious issue and become the nurturing learning environments and democratic school that they should be
“On this day in 1820: The visionary heads and William Blake’s attitude towards death (Part II)”
No full textThis blog discusses Blake’s Visionary Heads not as a spiritual phenomenon but as an expression of continuing bonds and Blake’s attitude towards death. If we think of the drawing sessions not as séances but as contacts with the spiritual world, Blake’s vision about life after death will come into focus. While the early heads were created in a séance-like ambience, as noted by Bentley (2004 363, 366), the later ones are different. By 1820, the wild, mad and eccentric Blake had calmed down; his new-found serenity, according to Bentley, is reflected in the faces of the later Visionary Heads (2002, 184)
Landscapes of intelligence in the third reich: visualising Abwehr operations during the second world war
No full textThe German military-intelligence service (the Abwehr) was a macrospatial organisation whose clandestine operational activities were significantly affected by such factors as place and space. As the Second World War progressed, the Abwehr’s covert spaces expanded and contracted dynamically, producing some challenging operational environments. The service responded in various ways to a changing landscape engendered by military occupation, overseas deployment, geographical distance, enemy activity, and imminent defeat. In response to the recent spatial turn in the theory and methodology of other disciplines, intelligence historians should now consider incorporating geospatial visualisation into their study of such landscapes with the aid of historical geographic information systems (HGIS)
The power of place: listening to visitors’ prayers left in a shrine in rural Wales
No full textPrevious empirical studies of intercessory prayer-requests left in Christian locations in England and Wales have shown that aspects of prayer content may be shaped by place. Further studies relating to ‘place’ and ‘space’ for prayer and personal reflection have sought to explore this relationship further. The present study builds on and develops this research tradition with an analysis of 939 prayers left at the church and shrine of Saint Melangell in rural mid-Wales, which are read within the broader context of place. A number of ‘shaping place themes’ are identified in the visitors’ prayers, such as, Saint Melangell, place / sacred place, sanctuary / haven / refuge, pilgrimage / journey, a place to return, answered prayer, nature / environment, ecumenical openness, women, and shrine guardian. The study concludes by asking what rural churches may learn from such visitors about the significance of place and prayer in their ministries to those outside their gathered congregations.
KEYWORDS
sacred place; prayer; church visitors; open churche
Key concepts in dream research: Cognition and consciousness are inherently linked, but do no not control “control”!
No full textWhilst lucid dreaming (LD) is defined as being aware of dreaming whilst dreaming, a misconception exists in the public domain as a referral to controlling dream content and plot (Neuhäusler et al., 2018). This misconception reflects a number of widely-held beliefs about the nature of dreaming, which in part this commentary will seek to explain and rectify. Furthermore, the aim of this piece is to suggest definitions of key concepts in the study of lucid and non-lucid dreaming concerning control, cognition, and consciousness. Whilst superficially there seems overlap between each of these, independent processes, and associated experiences underpin them
‘I can’t understand a word he says’: a personal exploration of autistic dysfluency in film
No full textThis article describes a cooperative venture by an autistic individual and a visual artist to articulate autistic dysfluency using the medium of film. Articulating this dysfluency required the finding of a way to overcome the dysfluency, and it is this process that is explored in this paper
Sexual crime and trauma
No full textThis book explores the growing understanding and evidence base for the role of trauma in sexual offending. It represents a paradigm shift, in which trauma is becoming an important risk factor to be considered in the treatment of individuals convicted of sexual crime. The authors consider the theoretical and historical explanations and understandings of sexual offending and its relationship with early trauma, paving the way for a volume which considers client’s treatment needs through a new, trauma-informed lens. The experiences and challenges of specific groups are also explored, including young people and women. Readable, yet firmly anchored in a sound evidence base, this book is relevant to psychologists, therapists, criminologists, psychiatrists, mental health nurses, social workers, students, and to practitioners and the general public with an interest in learning more about the topic
Responding to pupil led tangential thinking: a case study of teaching romantic poetry in a post-16 setting
No full textThis paper considers alternative ways of teaching Romantic poetry to post-sixteen English Literature pupils in England. It explores how practitioners can value tangents developed by pupils’ independent thinking when pupils are given the freedom to develop their own ideas. It reflects on a lesson planned to respond to a tangent developed by the class in a previous session; that William Blake’s “The Tyger”, to a contemporary reader, explores the 21st century preoccupation of climate change. The lesson outlined in this report built
upon these ideas further, valuing the pupils’ tangential thinking.
Approaches like these are particularly important now as the performativity agenda in schools, promoted by league tables as a measure of effectiveness, can result in some schools teaching to the test, at the exclusion of encouraging personal and creative responses to texts