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Collective motherliness in Spain: Reception and Reformulation of Ellen Key’s ideas (1907–1936)
No full textDuring the early 1900s, Ellen Key\u27s ideas about pedagogy, feminism and child rearing were influential around Europe. The same was true of Spain, although Key herself never visited the country. This article examines how Key\u27s concept of collective motherliness was received and reformulated by Spanish intellectuals from two different generations: the first during the first two decades of the 20th century (1907-1920) and the second during the third and fourth decades (1920-1936). The focus is on works by two authors, each representing their generation of interpreters of Ellen Key: Carmen de Burgos (1867–1932) and Federica Montseny (1905–1994). The interpretation of these authors\u27 texts in the light of Ellen Key\u27s ideas of collective motherliness shows the reception and reformulation of these ideas in Spain changed between the two generations. The first focused more on collective values, such as women\u27s education and patriarchal oppression in society, while the second generation focused more on individual aspects, such as free love and personal development
Montée aux médias sur fond de scandale : Le cas de Soumission de Michel Houellebecq
No full textThe article questions the dynamics of the contemporary literary scandal through the controversy caused by the novel Submission (2015) by the French writer Michel Houellebecq. This novel seeks to provoke the reader by staging a scenario that plays on the fears of Islam. The study focuses on a TV interview with Houellebecq at the Journal de France 2, on January 6, 2015, the day before the publication of the novel. The analyse shows that the journalist aims to bring out the writer’s personal point of view, which is likely to enhance the desirable polemic, whereas the writer remains evasive asserting the autonomy of literature. From this performance on the media scene, one can observe the constructed character of literary polemics of today, where the transgression becomes the pretext to attract public attention. This new logic of literary polemics seriously questions the possibility of real scandals to arise in literature.
 
À la frontière entre simultanéité et contraste – traduction de marqueurs de simultanéité, de contraste et de concession
No full textThis article examines the hypothesis that the use of these French markers alors que and tandis que is more generalized in an adversative and concessive context than the use of the Swedish markers medan et samtidigt som, similar to the French markers concerning their syntactic function and semantic value of simultaneity. The aim of the study is to identify different tendencies in the translation of the French markers alors que and tandis que and the Swedish markers medan and samtidigt som, which can all be considered to be ambiguous and have a double function. Their temporal signification of simultaneity has developed in an adversative or a concessive use. Our hypothesis is however that these markers are at different stages in the procedure of grammaticalisation, and that the French markers can more easily occur in a purely adversative or concessive context.
This study, based on the occurrences of these markers in two bidirectional corpora including texts of specialist literature, ParaFraSe-HumSam (Svensson 2010), and novels, Corpus Parallèle Suédois-Français : version 2010 (Andersson 2007 ; Hellqvist 2015), shows a tendency to make explicit the adversative or concessive relation when translating the French markers tandis que and alors que, especially in the case of alors que. A difference in the use of verb tense in the clauses linked by the French and the Swedish conjunctions can also be confirmed; the French conjunctions sometimes link clauses in different verb tenses, which is rare in the case of the Swedish conjunctions medan et samtidigt som. This difference could indicate different levels of grammaticalisation of these conjunctions
Insegnare italiano attraverso la storia. L’approccio CLIL e il peso di conoscenze pregresse e curriculum di studio nella definizione del rapporto tra contenuto e lingua
No full textThis article considers problematic aspects of the CLIL (Content and Language Integrated Learning) approach to the teaching of historical subjects in a foreign language. Specifically, the teaching of history of the Mediterranean region in a monolingual class of learners of Italian as foreign language is examined as a case study.
The main lexical areas developed during four years of bachelor studies in Italian philology are compared with the main lexical competences actually required in the Lithuanian job market for translators specialized in Italian language. The incongruences between the competences required by employers and those developed at university constitute the base for a discussion about the validity of several CLIL precepts.
Firstly, the CLIL principle that the content (the subject) should always determine the teacher’s lexical choices, and generally, the teaching language, is challenged. As an example, the teaching of history in Italian would impose the use of passato remoto tense, which in the job market seems to be almost unnecessary. Secondly, the author challenges the idea that the list of topics should be determined independently from other factors such as the type of audience. On the contrary, a preliminary evaluation of student’s prior knowledge permits to define topics capable of stimulating certain cognitive and communicative abilities coherently with the requirements of the job market.
In the conclusions, the author claims the whole four-years study curriculum should be considered in order to define the aims of a CLIL course. Secondly, in a monolingual class, a survey of student’s prior knowledge is fundamental to determine the series of topics presented in a CLIL module. Finally, it does not seem necessarily true, that the subjects discussed must determine the register and lexical choices of the teacher.
 
Reindeer carcasses provide foraging habitat for insectivorous birds of the alpine tundra
Get PDFOn August of 2016, almost an entire herd (n = 323) of wild tundra reindeer (Rangifer tarandus) was killed by lightning on Hardangervidda in southern Norway. While conducting fieldwork for another study in 2017, we opportunistically registered the occurrence and behaviour of birds on carcasses from this mass die-off. Several passerine species other than corvids were observed actively foraging on arthropods, such as blowfly (Calliphoridae sp.) adults and larvae, which are typically associated with carcass decomposition. We quantified observations of those birds, and described their foraging behaviour at the carcass site. In decreasing order of abundance, five passerine species were observed taking arthropods at the site: Meadow Pipit (Anthus pratensis), Northern Wheatear (Oenanthe oenanthe), Common Reed Bunting (Emberiza schoeniclus), Bluethroat (Luscinia svecica,), and Lapland Bunting (Calcarius lapponicus). Systematic surveys of passerines utilizing carcass sites would further our understanding of how such resources may affect behaviour and life history of various bird species
Komiske og historiske pantomimer rundt 1800: I Europa, Norge og i norske teaterhistorier
Get PDFBetween 1750 and 1850, several itinerant troupes visited Norway. The theatrical plays they presented belonged to popular entertainment genres. In this article I examine the pantomimes these troupes performed in Norway: comical and historical pantomime. The aim of this examination is to provide a broader understanding of the two kinds of pantomimes presented by itinerant troupes in Norway around 1800. I end the article by looking at historiographical reasons as to why these performances have been more or less excluded from written, Norwegian theatre histories
Ei tverrfagleg tilnærming til scenespråk
Get PDFThis article explores a possible methodological framework for investigating verbal theatre language. Using an interdisciplinary approach, combining theatre studies with sociolinguistics, it is possible to increase knowledge about conventions and changes in Norwegian theatre language in the 20th century. I will demonstrate how sociolinguistics can provide a broader understanding of the development in Norwegian theatre, through investigating socially meaningful variation in theatre language
Likestilt dramaturgi: En heterogen modell basert på estetiske prinsipper
Get PDFIn her article, Wenche Larsen presents a heterogeneous, dramaturgical model based on an understanding of dramaturgy as the theatrical shaping and composition of material and artistic components in space and time – according to aesthetic principles. There are three concepts that form the basis of the model: Aristotle’s concept of Mythos, Knut Ove Arntzen and Hans-Thies Lehmann’s concept of ‘visual dramaturgy’, and Erika Fischer-Lichtes’ concept of performativity According to Larsen, these concepts point to three, different understandings of theatrical action – verbal, visual and physical action respectively. Larsen argues that her model can be used as an analytical tool in order to identify the various types of action in a play, although the three types of action often are interwoven
Playing in the Borderlands: The Transformative Possibilities of Queering Music Therapy Pedagogy
No full textSuonare nelle terre di confine: le possibilità trasformative della pedagogia musicoterapica queering*
La pedagogia musicoterapica è tradizionalmente definita da ruoli e strutture rigidi, comprese le categorie fisse di identità insegnante/allievo, le sistematiche gerarchie di conoscenza e comunicazione, le pratiche di gatekeeping culturale e musicale, nonché le standardizzazioni di competenze musicali, cliniche e professionali. Queste strutture rappresentano confini strettamente definiti, i quali limitano sia coloro che entrano nella professione, sia come noi comprendiamo la variabilità umana e le conoscenze accettabili in campo musicoterapico.
Questo articolo sfida gli stakeholder educativi a destabilizzare vecchie e oppressive categorizzazioni e spostarsi in spazi liminali generativi, come l’opportunità di sperimentare relazioni radicalmente inclusive. Infatti, noi crediamo che queste relazioni siano la chiave del processo di apprendimento trasformativo per comprendere noi stessi, gli altri e i mondi in cui abitiamo. In ciò impegniamo la letteratura della teoria queer per stabilire i principi chiave del "queering" come pratica attiva applicabile oltre il genere e la sessualità, al fine di includere altre categorie di identità socialmente costruite quali razza e disabilità. Quindi, passiamo oltre le stesse categorie di identità per affrontare pratiche educative sistemiche e istituzionali. Per questo attingiamo dal concetto di Gloria Anzaldúa di frontiere come spazio generativo di liminalità, decostruendo quei confini che limitano un accesso pieno e autentico all\u27interno degli spazi di insegnamento, apprendimento, pratica, comunicazione, lavoro, relazione, ‘musicking’, movimento e vita; il concetto di Maria Lugones di viaggiare nel "mondo", come giocosità e percezione amorevole; Il concetto di meraviglia di Luce Irigaray; gli scritti di Carolyn Kenny sul campo di gioco, i quali illustrano come quando suoniamo in musicoterapia siano necessari contenitori e confini aperti a molteplici, fluidi modi di essere e di porsi in relazione.
* Relativo all’eccentricità sociale rispetto alle definizioni di normalità codificate dalla cultura dominante, anche in riferimento all’orientamento sessuale e all’identità di genere.
Traduzione di Claudio CominardiMusic therapy pedagogy has traditionally been defined by rigid roles and structures, including fixed teacher/learner identity categories, systematized hierarchies of knowledge and communication, cultural and musical gatekeeping practices, and standardized musical, clinical, and professional competencies. These structures represent narrowly defined borders, which limit who enters the profession, how we understand human variability, and whose knowledges are acceptable within the field of music therapy.
This article challenges educational stakeholders to destabilize long-held oppressive categorizations and move into generative liminal spaces as an opportunity to experience radically inclusive relationships. We believe that these relationships are key to the transformative learning process of understanding ourselves, others, and the worlds we inhabit. We engage queer theory literature to establish key tenets of “queering” as an active practice applicable beyond gender and sexuality to include other socially constructed identity categories such as race and disability. We then move beyond identity categories themselves to address systemic educational and institutional practices. We draw from Gloria Anzaldúa’s concept of borderlands as a generative space of liminality, deconstructing the borders that limit full, authentic access to and within spaces of teaching, learning, practicing, communicating, working, relating, musicking, moving, and living; Maria Lugones’ concept of “world” traveling, loving perception, and playfulness; Luce Irigaray’s concept of wonder; and Carolyn Kenny’s writings on the field of play that illustrate that when we play in music therapy, there is a need for containers and boundaries that are open to multiple, fluid ways of being and ways of being in relationship
"You Are The Music": The Music Therapy Spirit of Benedikte Scheiby
No full textThe next section is dedicated to Benedikte Barth Scheiby who recently passed away