Loading...
Publication
Project-based learning for the development of social transformative competence in socially engaged translators
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.03 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
The analysis of particular experiences in the light of academic thought is bound to help us understand the impact of educational approaches on real people living in real contexts, while shedding light at a macro-level on translator education at large. This article addresses the analysis of one particular case of project-based learning on AVT for Access, in the MA in Audiovisual Translation programme offered at Hamad bin Khalifa University (HBKU), to show how academically motivated Participatory Action Research projects
may lead to the development of ‘social transformative competence’ in translation students. This competence is the ability to identify areas for action and to operate social change in the process of
developing and providing translation and mediation services.
Socially invested professionals will be people who proactively interact
with society towards change, in the search for creative solutions
for existing problems. In so doing, not only will they be positioning
themselves as service providers, but they will also be promoting
social justice and empowering the communities they engage with.
Furthermore, they could be shaping environments for emerging
mediation modes, outlining new professional profiles and creating
new communities of practice.
Description
Keywords
Translator education Social constructivism Social transformative competence Project-based learning AVT Access
Citation
Neves, J. (2022) Project-based learning for the development of social transformative competence in socially engaged translators, The Interpreter and Translator Trainer, 16:4, 465-483, DOI: 10.1080/1750399X.2022.2084258
Publisher
Taylor & Francis Group