Volume 36, Issue 1
  • ISSN 0924-1884
  • E-ISSN: 1569-9986
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The goal of this article is to unite the different strands of postpositivist thinking about translator education, including both axiological and epistemological, as well as the often-neglected political dimensions. Accordingly, the study considers evidence-based versus values-based education, performativity, dialogue, deconstruction, reflexivity, emergentism, border pedagogy, complexity, pluralism, and the enactment of “multiple voices” (González-Davies 2004). Thirteen postmodern notions and their implications for translation pedagogics are surveyed, including ethics, intersubjectivity, shifting classroom power structures, and the dilemma of canon. How are uncertainty and fragmentariness reconciled with the inherent progress-orientedness of the educational project? And significantly, how is postmodern consciousness enacted in classroom practice? In seeking what Torres del Rey (2002, 271) calls a more participatory and reflexive educational context, I entertain postmodern teaching and learning in the discipline as a possible approach to active, flexible, creative, collaborative, and inclusive roles and identities for both facilitators and learners.


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