Date of Award

Summer 7-16-2012

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

English

First Advisor

Beth Burmester

Second Advisor

Lynée Lewis Gaillet

Third Advisor

Annette Grant Cash

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.

DOI

https://doi.org/10.57709/3092399

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