We Rise Video: Response to COVID-19 (Italy)

Applied ICDWE RISE video, prepared by Class 5B, Liceo Artistico Aldo Passoni [High School of Arts Aldo Passion], Torino, Italy.

NOTE: A prior class of Paola’s won 2nd prize in the CID Video Competition in 2018, and then prepared a reflection on making that video to aid potential 2019 competitors. This video shows how a group might create a video for the 2020 competition, despite quarantine orders.

The idea came in the middle of the eye of the hurricane of COVID-19 in Italy. It was mid-March 2020 and, in the north of Italy where I live, the number of infected people was tripling every day, the hospital system was nearly collapsing, and the death toll was appalling.

I had been meeting my students online regularly. Before starting our lessons on English Literature and Visual Arts, we always had short conversations about how they were, how their family members were, and how they were coping with the situation. Looking at their faces through the screen, I saw their sense of bewilderment, but I also saw their resilience. Their young bodies and their youthful energies were confined, but their minds were not.

Therefore, I thought that maybe we could try together to get out of our physical confinement, and send a message of resilience, solidarity, and hope which could reach other people outside our homes. Yet, such a message was also directed inward to ourselves as an act of resistance and as the possibility to open our inner window on the future.

I proposed that my students make a video in which each of them would read some lines of a poem or a song. Participation was voluntary, yet the majority of them accepted immediately. I looked for some poems on a website which is very well done and which I often use for my lessons too: www.poetryfoundation.org. I chose some lines from four poems which I found particularly inspiring for the purpose we had in mind. I then proposed the poems to the participants: we read the poems together, I translated some parts for them, and then they decided which poem they preferred. Then, each participant read the whole poem that s/he had chosen, recording it on her/his mobile phone or computer. Meanwhile, I had asked a friend of mine, Luca Gasparini, a professional film editor, whether he could edit the different recordings. He accepted immediately and willingly. So, I collected all the different videos and uploaded them for him on a platform. He promptly edited them, and finished in only a few days.

I am so proud of my students! To spread such a message, they accepted to foreground the fragility and the vulnerability of speaking in English, which is not their native language. Even the students who have more difficulties in speaking English agreed to participate, showing that exposing one’s frailty can be a great act of courage. I think they all demonstrated great generosity, hope, and trust.

A final note on the title. The title was inspired by one of the poems, but it was important to convey plurality and solidarity by using use the inclusive pronoun ‘we’ – referring to ‘we’ in the video, but also to ‘we’ in not only our immediate communities, but also in the global community. Then, the verb ‘to rise’ which means ‘to stand up’ and indicates resilience and hope; but at the same time ‘to rise’ also references the rising sun. Therefore, our message also points out that after darkness comes a new dawn.

I hope you like the video!
Paola Giorgis

KC51 Critical Discourse Analysis Translated into Greek

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#51: Critical Discourse Analysis, which Paola Giorgis wrote for publication in English in 2015, and which Anastasia Karakitsou has now translated into Greek.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized alphabetically by conceptchronologically by publication date and number, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC51 CDA GreekGiorgis, P. (2019). Critical discourse analysis [Greek]. (A. Karakitsou, trans). Key Concepts in Intercultural Dialogue, 51. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2019/10/kc51-cda_greek.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue


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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

KC51 Critical Discourse Analysis Translated into Polish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#51: Critical Discourse Analysis, which Paola Giorgis wrote for publication in English in 2015, and which Radosław Płotkowiak has now translated into Polish.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC51 CDA_PolishGiorgis, P. (2018). Critical discourse analysis [Polish]. (R. Płotkowiak, trans). Key Concepts in Intercultural Dialogue, 51. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2020/05/kc51-cda_polish-2.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

KC88: Critical Cultural Linguistics

Key Concepts in ICDThe next issue of Key Concepts in intercultural Dialogue is now available. This is KC#88: Critical Cultural Linguistics, by Paola Giorgis. Click on the thumbnail to download the PDF. Lists organized chronologically by publication date and numberalphabetically by concept in English, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC88 Critical Cultural LinguisticsGiorgis, P. (2017). Critical cultural linguistics. Key Concepts in Intercultural Dialogue, 88. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2017/12/kc88-critical-cultural-linguistics1.pdf

The Center for Intercultural Dialogue publishes a series of short briefs describing Key Concepts in Intercultural Dialogue. Different people, working in different countries and disciplines, use different vocabulary to describe their interests, yet these terms overlap. Our goal is to provide some of the assumptions and history attached to each concept for those unfamiliar with it. As there are other concepts you would like to see included, send an email to the series editor, Wendy Leeds-Hurwitz. If there are concepts you would like to prepare, provide a brief explanation of why you think the concept is central to the study of intercultural dialogue, and why you are the obvious person to write up that concept.


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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Key Concept #1: Intercultural Dialogue Translated into Italian

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC1: Intercultural Dialogue which I wrote in English for publication in 2014, and which Maria Flora Mangano has now translated into Italian, with the help of Paola Giorgis.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC1 ICD_ItalianLeeds-Hurwitz, W. (2017). Dialogo interculturale (M. F. Mangano with P. Giorgis, Trans.). Key Concepts in Intercultural Dialogue, 1. Available from: https://centerforinterculturaldialogue.files.wordpress.com/2017/05/kc1-intercultural-dialogue_italian.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Key Concept #81: Dialogue as a Space of Relationship Translated into Italian

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC81: Dialogue as a Space of Relationship, which Maria Flora Mangano wrote in English for publication earlier this year, and which she has now translated into Italian, with the help of Paola Giorgis.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC81_ItalianMangano, M. F. (2017). Dialogo come spazio di relazione (M. F. Mangano with P. Giorgis, trans.). Key Concepts in Intercultural Dialogue, 81. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2017/04/kc81_italian.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Intercultural Communication or Post-Cultural Communication?

Guest PostsGuest Post by Paola GiorgisIntercultural communication or post-cultural communication? Reflecting on mistakes in intercultural encounters.

Some years ago, I worked with a total of about 350 refugees who, with the help of some radical activists, had become squatters, taking over an empty building which occupied almost an entire block. Most were from Somalia, Eritrea and Sudan; the majority were young men, a few women with children, and there were one or two couples with babies. A group of associations had gathered to offer help and, as an activist and volunteer in an association for human rights, I decided to participate. With the on-and-off support of the local Institutions (mainly town council and prefecture), the group of associations developed a project which had the goal of meeting basic needs – food, shelter, health care – and then organizing the integration of the refugees into the region through accommodation, language classes and vocational training courses. What I liked about this project was that its goal was not assistance, but rather creating a path to autonomy and independence. The first to be integrated were the women with their children, then the vulnerable males (young men with diseases or handicaps), and then all the rest. The project lasted for about one year, and at the end of that time, all the refugees were, more or less successfully, integrated and settled in the region.

Read the full essay.

Key Concept #39: Otherness Translated into Italian

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#39: Otherness and The Other(s), originally written by Peter Praxmarer for publication in English in 2014, now translated with the help of Paola Giorgis into Italian. While translating, he has taken the opportunity to slightly revise and update the original English version as well.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC39 Otherness_ItalianPraxmarer, P. (2016). L’Alterità e gli Altri. Key Concepts in Intercultural Dialogue, 39. (P. Praxmarer & P. Giorgis, Trans.). Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2016/08/kc39-otherness-italian1.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue
intercult.dialogue[at]gmail.com


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

On Translation as an Intercultural Practice

Guest Posts

Guest Post by Paola Giorgis
On Translation as an Intercultural Practice

It is an encounter with diversity which favors a critical reflexivity on what we take-for-granted of both emic and etic worldviews. It is practice that involves the constant exercise of moving in a space in-between. It represents the opportunity to engage in a double perspective. It is an experience which make us observe, challenge, redefine and move through borders. It is an occasion to look at our knowledge, assumptions and representations from a different point of view.  Well, no, it is not Intercultural Dialogue. It is Translation.

Read the full essay.