Academic literature on the topic 'Fictionalizing activity'

In his 2008 book, Translation and Identity in the Americas, Edwin Gentzler proposed a “fictional turn” to refer to translation in connection with the construction of identity in the Americas, a highly positive view of the role played by this activity since the arrival of the Europeans. This paper proposes a “fictionalizing twist,” that is, a complementary approach that would attest to the less positive use of translation in the relation between Europe and the Americas on the one hand, and among European nations on the other. Thus, I examine how translation and Translation Studies have contributed to create certain negative images of translators and nations, a tendency that can still be traced nowadays. First, I discuss the views on the indigenous interpreter Malinche and her part in the conquest of Mexico. Then I move on to examine the ideological manipulation of texts to promote antagonistic national identities within the European context at the time. Finally, it is argued that both the fictional turn and the fictionalizing twist need to be considered as an integral part of the identity-construction process in the Americas and in Europe.

This study is to examine the future perceptions of typically developing and gifted secondary school students. The participants consisted of sixth-grade students, typically developing and gifted, enrolled in two different secondary schools in the Marmara region of Turkey during the 2022-2023 academic year. The study, which was designed as a basic qualitative study, used a phenomenological study design. The future perceptions of typically developing and gifted students were assessed through story completion and drawing activities. The story completion activity revealed that the future literacy dimension of fictionalizing the future used the expressions corresponding to the dystopia (future anxiety) sub-dimension more intensely than the utopia (future hope) sub-dimension. In the drawing activity, it was observed that participants frequently used objects related to the Utopia sub-dimension. However, the fact that they did not include many expressions corresponding to the dimensions of preparing for the future, planning, and controlling the future shows that their future expectations are harmful and that they feel inadequate in terms of preparing, planning, and controlling against these negativities. For this reason, it would be beneficial to conduct studies on the development of future literacy skills in the curriculum so that students can take action to prepare for the future.

La majorité des élèves français rencontrent encore des difficultés au collège à adopter un point de vue de lecteur interprète et autonome capable de comprendre les inférences d’une œuvre littéraire, de percevoir avec finesse les états émotionnels et cognitifs d’un personnage. Ils restent encore peu audacieux lorsqu’il s’agit de convoquer leurs impressions personnelles, affirmer leur point de vue en acceptant celui des autres. Malgré une avancée des programmes concernant l’enseignement de la littérature en maternelle force est de constater que l’album n’est pas totalement exploité par les enseignants dans sa dimension littéraire, culturelle ou esthétique. C’est pourquoi, nous nous sommes interrogée sur la réception des œuvres au cycle 1 et la manière d’aider les élèves à mettre en place des compétences qui leur serviront dans leur futur parcours de lecteur. Si le personnage est une entrée évidente pour mettre en place cette posture, son approche est loin d’être un truisme pour de jeunes enfants. Se représenter cet être de papier au cycle 1, est une étape obligatoire, qui nécessite un réel apprentissage. Ainsi, le concept d’empathie au cœur des notions d’ipséité et d’altérité, de l’intersubjectivité, peut-il aider l’élève à s’engager avec motivation dans l’univers fictionnel et tisser des liens entre lui-même, les autres et le monde ? Le contexte de cette recherche est l'enseignement de la littérature au cycle 1 fondée sur l’appropriation du personnage des albums narratifs de schéma actanciel et quinaire pour construire une posture de pré-lecteur. Cette étude observera dans quelle mesure, adopter une attitude empathique vis-à-vis du personnage d'album peut aider des élèves de GS à se positionner en tant que sujet pré-lecteur. Une expérimentation sur cinq classes de GS de différents milieux sociaux urbains durant une année scolaire sera mise en place avec des groupes « de référence » et « de comparaison ». Le protocole expérimental reposera sur des échanges collectifs enregistrés, des fiches de lecteurs et des rappels de récits. Ces dispositifs permettront de récolter différentes données tels que des verbatim, des questionnaires afin d’observer et de comparer l’évolution de l’attitude empathique du jeune lecteur et son transfert au sein d’organisations plus collectives
Most French students still struggle when they are in high schools to be autonomous readers capable of infering or having a subjective insight into a character’s psychology. They hardly dare to express their views or make personal statements while accepting the ones made by their peers. In spite of an important breakthrough in the kindergarten curriculum for the teaching of literature one has to admit that children literature is not fully exploited by teachers in all its literary, cultural or aesthetic dimensions. Hence our interrogations about the way children books are perceived by young learners and about how to implement practices meant to develop reading skills that will be helpful for the grown up readers-to-be. It is logical to see the characters in children literature as an obvious tool to help young readers acquire those skills but the acquisition itself is far from being a natural process for young learners. To have a mental representation of fiction characters at an early stage is a necessary process that requires consistent practice. This leads us to wonder whether the idea of empathy inherent to the notions of selfhood and otherness can help the readers commit themselves fully in a work of fiction and build relationships between themselves and the outer world. This research aims at focusing on the teaching of literature in kindergarten based on the internalization of the characters in children books with an actancial and quinary schema which is meant to help the young learners become aware of their pre-reader status. This research is to find out to what extent being an empathetic senior kindergarten reader towards the characters can help reach a pre-reader status.An experiment will be carried out with reference and for comparison groups from five classes of senior kindergarten pupils with different social backgrounds in urban areas over one school year. The experimental protocol will involve the achievement of recorded debates, readers’s notebooks and story abstracts between the young readers. These materials will make it possible to gather all sorts of data such as quotes and surveys all meant to observe and compare the evolution of the young readers’ empathetic attitude and its benefits on larger social groups

This chapter analyzes the Chinese web fantasy novelA Dream of Returning to 1997,created and serialized between 2004 and 2005 by the pseudonymous author Tonglingzhe, as a basis for reflecting upon the medial and commercial pragmatics as well as the ideological framework of web literature. With its plot of a web fantasy aficionado who achieves literary and economic success only after traveling back in time and reaping the fruits of his earlier unproductive spare-time activity, the novel offers a self-referential commentary on the genre of web fantasy and its infrastructure. Apart from fictionalizing the history of the genre and the company that runs its major platform (Qidian), the novel also reflects on, questions, and elides the binary oppositions between original and copy, as well as high literature and popular culture, thus allowing for a reflection on the real and imaginary economies and mediascapes of capitalist modernity.

This chapter presents the main topic of the study and the theoretical and methodological framework used in the book. First, it argues that, so far, the debate concerning blogs has tended to consider them as forms of diary, i.e. non-fiction while few scholars have looked at blogs as a new literary genre. In the Arab world, blogs have mainly been studied as tools for political activism, while some attention has been given to blogs turned into books. Therefore, the theory of ‘autofiction’ is introduced as a possible interpretative framework to understand the literary features of some blogs. Focusing on Arabic literature, the chapter shows that that although the term ‘autofiction’ was coined in France in 1970s, the practice of fictionalizing the self has a long tradition in Arabic literature. Finally, since Internet literature is a relatively new field of research, the chapter briefly illustrates the methodology and challenges adopted in this study, and in particular: the selection of primary sources; the benefits of combining close reading with interviews, and the researcher’s ethical stances concerning Internet material and interviews in time of a popular revolution and military censorship.