2022
DOI: 10.1075/tis.21001.att
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A call for community-informed translation

Abstract: This article considers the Spanish and French translations of nonbinary pronouns in Netflix’s One Day at a Time, a social-justice-oriented sitcom. The article compares the source text with six parallel translations taken from one episode and isolates two main translation strategies. In the first strategy, translators rely on calque translations from English that demonstrate a misunderstanding of the source text. The second strategy shows an active engagement on the part of translators with Hispanic and Francop… Show more

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Cited by 8 publications
(2 citation statements)
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“…These and related gender‐just pedagogies are distinct from, but build on and coexist with, those articulated by colleagues in queer applied linguistics (Paiz, 2020; Paiz & Coda, 2021), crip linguistics (Namboodiripad & Henner, 2022), and many others who take up traditions of culturally relevant, critical pedagogies (Hooks, 2014; Ladson–Billings & Dixson, 2021), principally because—although they center gender and its modalities—“there can be no gender‐just pedagogy that is not also always concerned with equity and justice as it relates to race, class, sexuality, disability, and all other aspects of identity through which we are positioned in society” (Knisely, 2022a, p. 150). Their applications and manifestations equally span the breadth of language and linguistic subfields, including not only applied linguistics but also cultural, literary, and translation studies, for example (Attig, 2022; Conrod, 2022a; Disbro, 2022; Konnelly et al., 2022; Kosnick, 2019; Provitola, 2022).…”
Section: Social Relational and Identity‐focused Pedagogiesmentioning
confidence: 99%
“…These and related gender‐just pedagogies are distinct from, but build on and coexist with, those articulated by colleagues in queer applied linguistics (Paiz, 2020; Paiz & Coda, 2021), crip linguistics (Namboodiripad & Henner, 2022), and many others who take up traditions of culturally relevant, critical pedagogies (Hooks, 2014; Ladson–Billings & Dixson, 2021), principally because—although they center gender and its modalities—“there can be no gender‐just pedagogy that is not also always concerned with equity and justice as it relates to race, class, sexuality, disability, and all other aspects of identity through which we are positioned in society” (Knisely, 2022a, p. 150). Their applications and manifestations equally span the breadth of language and linguistic subfields, including not only applied linguistics but also cultural, literary, and translation studies, for example (Attig, 2022; Conrod, 2022a; Disbro, 2022; Konnelly et al., 2022; Kosnick, 2019; Provitola, 2022).…”
Section: Social Relational and Identity‐focused Pedagogiesmentioning
confidence: 99%
“…Additionally, some nonbinary people use she/her/hers, or he/him/his, sometimes or exclusively, whilst in some regions in the world descriptive language for nonbinary people does not (yet) exist. In contexts outside of English, a wide range of culturally specific linguistic adaptations and evolutions can be observed (Attig, 2022;Kirey-Sitnikova, 2021;Zimman, 2020). Also of note, some languages use one pronoun that is not associated with sex or gender while others gender all nouns.…”
Section: Chapter 8 Nonbinarymentioning
confidence: 99%