This collection brings together two leading figures in the discipline of translation studies. The essays cover a range of fields, and combine theory with practical case studies involving the translation of literary texts.

(Re)Constructing Cultures of Violence and Peace brings together eleven original essays that were presented at the Third Global Conference on Cultures of Violence held in August 2002 in Prague. Covering an array of violence-related subjects, and a range of methodologies—textual, historical, theoretical, quantitative—the resulting volume is a multifaceted exploration of how cultures of violence are constructed, and how they can be deconstructed and replaced with cultures of peace. In part one, the authors aim to map and describe some of the important cultures of violence in our modern world—interstate war, civil war, criminal punishment, religious conflict, hooliganism—as an initial step towards understanding violence as a cultural construction. Part two explores aspects of the (re)construction of culture of peace. Specifically, the challenges encountered in attempting to conceptualise, study, or transform cultures of violence are examined. A common theme throughout the book is that violence is a fluid social and cultural construct—it is made by individuals, groups, and social forces. The implications of this are more than simply ontological: if violence is made, it can also be unmade; if cultures of violence are socially and politically constructed, they can also be de-constructed.

In Building Cultures of Trust Martin Marty proposes ways to improve the conditions for trust at what might be called the "grassroots" level. He suggests that it makes a difference if citizens put energy into inventing, developing, and encouraging "cultures of trust" in all areas of life--families, schools, neighborhoods, workplaces, and churches. Marty acknowledges that the reality of human nature tends toward trust-breaking, not trust-building--all the more reason, he argues, to develop strategies to bring about improvements incrementally, one small step at a time. --from publisher description

How do people traditionally situated on the margins of society-people of color, women, gays/lesbians/bisexuals, and those from a lower socio-economic status-communicate within the dominant societal structures? Constructing Co-Cultural Theory presents a phenomenological framework for understanding the intricate relationship between culture, power, and communication. Grounded in muted group and standpoint theory, this volume presents a theoretical framework that fosters a critically insightful vantage point into the complexities of culture, power, and communication. The volume comprises six chapters; key coverage includes: a review of critique of the literature on co-cultural communication; description of how the perspective of co-cultural group members were involved in each stage of theory development; an explication of 25 co-cultural communication strategies, and a model of six factors that influence strategy selection. The final chapter examines how co-cultural theory correlates with other work in communication generally and in intercultural communication specifically. Author Mark P. Orbe considers inherent limitations of his framework and the implication for future research in this area. Scholars and upper-level undergraduate and graduate students will find that this volume covers an important topic which will be of interest to those in the fields of communication, cultural studies, and race and ethnic studies.

Nineteenth-century American authors, critics, and readers believed that biography had the power to shape individuals' characters and to help define the nation's identity. In an age predating radio and television, biography was not simply a genre of writing, says Scott Casper; it was the medium that allowed people to learn about public figures and peer into the lives of strangers. In this pioneering study, Casper examines how Americans wrote, published, and read biographies and how their conceptions of the genre changed over the course of a century. Campaign biographies, memoirs of pious women, patriotic narratives of eminent statesmen, "mug books" that collected the lives of ordinary midwestern farmers--all were labeled "biography," however disparate their contents and the contexts of their creation, publication, and dissemination. Analyzing debates over how these diverse biographies should be written and read, Casper reveals larger disputes over the meaning of character, the definition of American history, and the place of American literary practices in a transatlantic world of letters. As much a personal experience as a literary genre, biography helped Americans imagine their own lives as well as the ones about which they wrote and read.

The lives of Indigenous peoples have long been framed for the outside world by others' cinematic gaze. But during the past thirty years, North America's Indigenous image-makers, particularly in Canada, have used the changing technologies of film, video, television, and computer to present their peoples' histories, identities, and perspectives. This edited collection of essays, conversations, and interviews combines Indigenous and non-Indigenous voices as it sets changing representations of Indigenous people on screen against broader socio-cultural, ideological, and economic considerations.

This book explores how physical anthropologists struggled to understand variation in bodies and cultures in the twentieth century, how they represented race to professional and lay publics, and how their efforts contributed to an American formulation of race that has remained rooted in both bodies and cultures, as well as heredity and society.

Mediation and negotiation, personal transformation, non-violent struggle in the community and the world: these behaviors – and their underlying values – underpin the United Nations’ definition of a culture of peace, and are crucial to the creation of such a culture. The Handbook on Building Cultures of Peace addresses this complex and daunting task by presenting an accessible blueprint for this development. Its perspectives are international and interdisciplinary, involving the developing as well as the developed world, with illustrations of states and citizens using peace-based values to create progress on the individual, community, national, and global levels. The result is both realistic and visionary, a prescription for a secure future.

From violence and abuse within family units, to communities and regions torn apart by inter-group conflict and wars among nations, the human condition is rife with turmoil. The consequences of this seemingly perpetual strife weigh heavily on humanity, often creating feelings of powerlessness and hopelessness that only serve to breed more conflict and violence. In the face of these monumental challenges, initiatives for peace struggle to take root. Seeking effective ways to encourage these efforts, the United Nations adopted three declarations on the eve of the 21st century, including the “Declaration on a Culture of Peace” that broadly defines what the vision looks like and the actions necessary to build cultures of peace. Taking up this central challenge of our time, this volume of collected essays presents multiple perspectives on the critical issues of peace and conflict resolution that pervade the globe, addressing the UN’s charge to develop “values, attitudes, modes of behavior and ways of life conducive to the promotion of peace among individuals, groups, and nations.” Bringing together scholars and practitioners from fields including education, sociology, criminology, political science, and peace studies, this work constructively engages the task of creating peace and fostering hope in a conflict-ridden world.

Pedagogies for Building Cultures of Peace explores how normalizations of violence are constructed from the perspective of young adults and how pedagogies can be created toward building cultures of peace. Findings show the diverse ways in which enmity (or the dehumanized other) is constructed, including through socialization processes, associating difference as deficient, systems of exclusion, disengaged citizenship, and cultures of competition and rivalry. Results also show how critical adult education can reveal hidden forms of power embedded within normalizations of violence, creating opportunities for peacebuilding education. By collaboratively engaging in peace research with youth, and by explicitly exploring power as a central component of violence, violence transformation and peacebuilding education led by youth become imaginable.