Ph.D. student in Globalization Studies (FCSH-UNL, Portugal) and researcher at CENSE -Environment and Sustainability Research Centre (FCT-UNL). She holds a master degree in International Relations from the Faculty of Political Sciences of the University of Florence, where she graduated in International Studies. She has a postgraduate diploma in Sustainable Cities (FCT-UNL). As a researcher, she has been involved in European projects in the field of environmental and green economy policies and has been conducting research on national and international policy instruments and co-governance models for nature conservation. AbstractPolanyi's analysis and contributions have been brought back into discussion due to the rapid emergence of market-based instruments designed to tackle environmental degradation.Polanyi is a crucial reference in current debates on globalization and international political economy. This article seeks to explore and discuss how his perspective, and the founding concepts of his work, can help us to interpret the current process of the neoliberalization and commodification of nature.
Questo articolo argomenta la possibilità di contemperare l’apprendimento dell’italiano generale con quello dell’italiano come lingua dello studio e di microlingue specialistiche nella formazione di studentesse e studenti universitari di madrelingua non italiana in corsi di livello A2 e B1 del Quadro comune europeo di riferimento per la conoscenza delle lingue. Dati un monte ore e una classe (quest’ultima con determinati livello di conoscenza in ingresso, provenienza geografica spesso mista, afferenza dei partecipanti a diversi corsi di laurea), come includere in un corso almeno un primo approccio alle microlingue scientifico-disciplinari di interesse delle studentesse/studenti? Il lavoro di progettazione può rispondere a questa domanda concentrando la propria azione sul design del curricolo e di alcune attività didattiche specifiche. Nel delineare questa possibilità, questo articolo intende fornire uno spunto utile a quelle/i insegnanti e coordinatrici/ori che si trovano a operare entro precisi organizzativi, senza voler rinunciare a un’offerta didattica che tenga conto delle plurime dimensioni in cui studentesse e studenti di madrelingua non italiana hanno esigenza di integrarsi, socializzare, autopromuoversi, se si vuole che abbiano, negli atenei della penisola, un’esperienza eccellente. Italian as a second language and as a language for academic and specific purposes. Disciplinary specialisation(s) and language curriculum design in higher education contexts This article discusses the possibility of including Italian for everyday purposes and as a language for academic and specific purposes in courses aimed at achieving levels A2 and B1 of the Common European Framework of Reference for Languages, organised by Italian universities for students whose first language is not Italian. Is it possible to promote an initial approach to scientific-disciplinary languages as part of a language course, given a fixed number of learning hours and classes composed of students of mixed first languages and disciplinary affiliations? The affirmative answer to this question lies in the design of the curriculum and specific learning activities. By outlining these, this article aims to facilitate the work of those teachers and coordinators who find themselves operating within given organisational limits, and trying to take into account the multiple dimensions in which students whose first language is not Italian need to integrate, socialise, and succeed in their studies, if we want them to have an excellent experience in the Peninsula’s universities.
This article presents an overview of the publications on journalistic translation research spanning the period 2015-present day. It includes three sections that highlight the main theoretical frameworks and methodological approaches used by researchers, namely discourse analysis and linguistics, sociology, and communication/journalism studies. As regards the latter, particularly relevant is the use of the concepts of framing, gatekeeping and convergence. These sections lead to a discussion of mixed method approaches, as defended and used by many researchers, and also serve to introduce the contributions to this issue, which represent the geographical, theoretical and methodological variety that now characterises journalistic translation research.
This article explores the vocabularies of Amerindian languages published as part of the travel accounts written by explorers, traders and colonial policymakers in North America over the eighteenth century. Starting with the renowned Voyages by the Baron de Lahontan, the analysis takes as its endpoint the journals of the famous expedition led by Meriwether Lewis and William Clark at the beginning of the nineteenth century. The aim of this study is to foreground what these lexicographic compilations reveal about European encounters with societies categorised as radically different from – and less civilised than – the traveller's own: an ‘otherness’ sometimes exploited as a mirror and term of comparison that challenged the observer's ethnocentrism. Drawing on existing scholarship about the cultural history of Euro‐American encounters in the modern age, this study puts forward an original analysis of the temporal conceptualisations underpinning vocabularies of ‘savage languages’, in terms of both historical diachronicity and time as a culturally constructed frame of human experience. This focus on the lists of words and phrases included in travel accounts, journals and relations makes it possible to question the relationship between the recording of linguistic evidence and travel narratives, and explore the complex negotiations between empirical observation and pre‐existing cultural categories and stereotypes. A close reading of these often‐neglected primary sources helps us to identify recurrent conceptual tropes and assign a central role to the historicisation of the Amerindian within wider processes of cultural construction of a global Europeanness.
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.
hi@scite.ai
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.