The article examines the literary representation of masculinities in the context of border crossings in the Mediterranean area and specifically the relationship between multilingualism and gender identity. The discussion is based on comparative closereadings of two auto-fictional novels which embody border crossings in the form of migration, globalization and (de)colonization: L'armée du salut (2006) by Abdellah Taïa and Princesa (1994) by Fernanda Farias de Albuquerque. The article argues that the novels' representations of multilingualism and complex gender identities can be fruitfully understood in terms of Bakhtin's notion of heteroglossia, and that both gender and linguistic practices shift as they are recontextualized socially and geographically.
This article discusses the concepts of nostalgia and cultural identity in Italian migrant literature in light of Bhabha’s theory of hybrid identity and Ahmed’s concept of home as a second skin. Nostalgia, from the Greek nóstos (return home) and álgia (pain), was originally a seventeenth century medical diagnosis for those suffering from severe homesickness, and the term is often used by scholars of migrant literature. But what is home in contemporary migrant literature? How can one long for a home one no longer can remember, or never has even lived in? How does nostalgia influence the migrant’s local and cultural identity? One of the authors who examine these questions is the Italian Somali writer Igiaba Scego, and the discussion of nostalgia and cultural identity will be based on readings of two of Scego’s short stories, “Dismatria” (“Exmatriate”) and “Salsicce” (“Sausages”), as well as her autofictional novel La mia casa è dove sono (My home is where I am).
Migrant narratives and aesthetic practices influenced by experiences of exile and migration constitute a growing field in contemporary art and literature. Current trends in migration and globalisation have lead to an increase in travelling narratives, images and objects, and the production of aesthetic practices describing and problematising exile and migration, working in and through tradition. Migratory patterns and issues related to the protection of refugees and asylum seekers contribute to the strong societal impact of migrant aesthetics and narratives, but they also serve to explain the need for them as such, and the need to reexamine them. More than ever, we need to understand the experiences of exiles, migrants and refugees. The objective of this special issue is therefore to examine textual, material and visual expressions that represent, discuss and problematise migration.
Artikkelen tar opp fremmedspråkenes formidling av interkulturell kompetanse, og hvordan denne er knyttet til skolens samlede danningsprosjekt. Artikkel-forfatterne diskuterer hvordan migrantnarrativer kan brukes som inngangs-portal til utviklingen av interkulturell kompetanse, og hvordan disse narrativ-ene, gjennom å presentere det pedagogen Gerhard Neuner kaller universelle sosiokulturelle erfaringer, er egnet som materiale for perspektivforflytning og evnen til å se “den andre”, som er sentrale begrep innenfor det interkulturelle undervisningsparadigmet. Tidligere forskning har vist at fremmedspråkenes læremidler i begrenset grad benytter seg av det potensialet som ligger i arbeidet med interkulturell kompetanse knyttet til språkområdene. Artikkelforfatterne har derfor foretatt analyser av læreverktekster i fransk, spansk og italiensk, valgt ut på grunnlag av forståelsen av migrantnarrativer som særlig egnet for å jobbe med denne typen kompetanse. De undersøkte tekstene representerer ulike sider ved migrant¬narrativer (estetisk, kulturelt og historisk), men krever en grad av kontekstuali¬sering for å kunne fungere som døråpnere for interkulturell kompetanse.Nøkkelord: interkulturell kompetanse, universelle sosiokulturelle erfaringer, fremmedspråkundervisning, migrantnarrativerAbstractThis article discusses the mediation of intercultural competence in foreign language teaching, and how it is connected to the school’s overall education project (‘danning’, ‘bildung’). We argue that migrant narratives are useful as a tool for developing intercultural competence, and examine how these narratives, by presenting what Gerhard Neuner terms universal sociocultural experiences, may contribute to new and revised perspectives, as well as a deeper under¬standing of ‘the other’, which are key terms in the intercultural pedagogy para¬digm.Previous research has shown that textbooks only to a limited extent apply the potential for working with intercultural competence in foreign language teaching. The article presents visual and textual analyses of texts presenting migrant narratives in textbooks of French, Italian and Spanish, that are currently used in the Norwegian education system. The analyzed texts demon-strate different aspects of migrant narratives (aesthetic, cultural and historical), but require contextualization in order to contribute to the development of inter¬cultural competence.Keywords: intercultural competence, universal sociocultural experiences, foreign language teaching, migrant narratives
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.