Journal articles: 'Transnational Writing'

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Beauregard, Robert A. "Writing Transnational Histories." Journal of Planning History 4, no. 4 (November 2005): 392–402. http://dx.doi.org/10.1177/1538513205281633.

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Mayer, Sandra, and Clément Dessy. "Introduction: Life Writing and the Transnational." Comparative Critical Studies 18, supplement (October 2021): 1–11. http://dx.doi.org/10.3366/ccs.2021.0413.

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Mao, Zhicheng. "Transnational writing education: theory, history, and practice." Compare: A Journal of Comparative and International Education 49, no. 6 (December 4, 2018): 1014–16. http://dx.doi.org/10.1080/03057925.2018.1552469.

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Balestrini, Nassim. "Intermedial and Transnational Hip Hop Life Writing." JAAAS: Journal of the Austrian Association for American Studies 1, no. 1 (August 31, 2020): 150–57. http://dx.doi.org/10.47060/jaaas.v1i1.77.

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In lieu of an abstract, here is the first paragraph of this forum contribution: The growing popularity of celebrity life writing and of memoirs which focus on the respective memoirist's specific social, professional, ethnic, or other context also spawned a large number of autobiographical publications by persons in the music industry. The field of musical autobiography is a recent development for which a niche in life-writing scholarship has only been carved out in the past decade. The growing number of autobiographical book publications as well as autobiographical self-representations in non-analog, non-printed, not primarily verbal formats raises the questions as to whether specific genres of hip-hop life writing have been evolving and as to the perspectives from which scholars should discuss them.

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Balestrini, Nassim, and Silvia Schultermandl. "Life Writing and American Studies." JAAAS: Journal of the Austrian Association for American Studies 1, no. 1 (August 31, 2020): 137–39. http://dx.doi.org/10.47060/jaaas.v1i1.74.

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This forum seeks to outline a variety of research prospects at the intersection of American studies and life-writing studies. The common thread that interrelates the individual contributions is spun and twisted out of various filaments of life writing theory which productively dialogue with current trajectories in American studies. The contributors to this special forum highlight what they consider particularly significant developments of the interdisciplinary field of life-writing studies. Taken together, they raise issues about representations of the self in film, literature, and popular culture from the vantage points of transnational American studies, feminist studies, intermediality studies, oceanic studies, affect theory, critical race theory, and queer theory. The result is a rich, multi-layered conversation about the future of American studies within the interdisciplinary and decidedly transnational context of life-writing studies.

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Murphy, Naoise. "The Queer Transnational in Kate O’Brien and Elizabeth Bowen." Review of Irish Studies in Europe 5, no. 1 (May 25, 2022): 8–27. http://dx.doi.org/10.32803/rise.v5i1.2962.

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Transnational modes of thought play a constitutive role in the imaginary of Irish queerness. The novels of Elizabeth Bowen and Kate O'Brien offer a dualistic contestation of hegemonic sex/gender conventions that can be theorised as ‘the queer transnational.’ Based on sustained engagement with the thematics of abjection, their writing highlights how the transnational is deeply embedded in the structure of queer imaginaries in Irish writing. Through readings of O’Brien’s novels Mary Lavelle (1936) and The Land of Spices (1942), and Bowen’s The Last September (1929) and Eva Trout (1968), this article proposes ‘the queer transnational’ as a new way of thinking about queer literary histories in the formative years of the modern Irish State. Keywords: Queer; Transnational; Irish Literature; Elizabeth Bowen; Kate O’Brien; Abjection; Twentieth Century

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Muzart, Thomas, and Maxime Blanchard. "Displacing Political Horizons: Queer Writing and Transnational Activism." Contemporary French and Francophone Studies 26, no. 1 (January 1, 2022): 23–31. http://dx.doi.org/10.1080/17409292.2022.2026080.

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Adele Perry. "Gender Goes Global: The Writing of Transnational Histories." Journal of Women's History 21, no. 2 (2009): 138–45. http://dx.doi.org/10.1353/jowh.0.0073.

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Bennett, James. "Reflections on Writing Comparative and Transnational Labour History." History Compass 7, no. 2 (March 2009): 376–94. http://dx.doi.org/10.1111/j.1478-0542.2008.00583.x.

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de los Ríos, Cati V. "Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethnic Studies Course." Written Communication 37, no. 4 (July 9, 2020): 487–511. http://dx.doi.org/10.1177/0741088320938794.

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The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic studies course problematize the dominance of Whiteness in school. I specifically analyze field notes and a focal student’s writing and interviews to demonstrate (a) her understandings of her participation in this course and (b) the ways in which her writing of self was a form of curricular justice that spanned school and home. These findings help to amplify writing as a tool for social justice and remind us that literacy and students’ histories are inextricably linked.

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Yam, Shui-yin Sharon. "My Year of Writing through Diasporic Melancholy." Writers: Craft & Context 2, no. 1 (February 23, 2021): 10–15. http://dx.doi.org/10.15763/issn.2688-9595.2021.2.1.10-15.

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This essay is a nonfiction personal narrative. I reflect on my changingrelationship to writing as I used it to navigate the trauma, grief, and rage I experience as adiasporic Hongkonger in the US, straddling complex geopolitics across two continents.Specifically, I explore how my experience with writing shifts as I move from writing primarilyfor academic purposes to writing for a more public transnational audience

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Khordoc, Catherine. "From Migrant to Transnational: Contemporary Québécois Writing (1999–2010)." Quebec Studies 63 (June 2017): 79–98. http://dx.doi.org/10.3828/qs.2017.6.

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Harper-Shipman, T. D. "Naming a Transnational Black Feminist Framework: Writing in Darkness." Philosophy and Global Affairs 1, no. 2 (2021): 394–96. http://dx.doi.org/10.5840/pga20211225.

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Glenn, Diana. "Writing Campanian lives: Considerations of transnational identity and belonging." Forum Italicum: A Journal of Italian Studies 47, no. 1 (April 30, 2013): 150–66. http://dx.doi.org/10.1177/0014585813478924.

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Farley, David G. "Transnational Russian-American Travel Writing, by Margarita D. Marinova." Studies in Travel Writing 16, no. 3 (September 2012): 318–20. http://dx.doi.org/10.1080/13645145.2012.676873.

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Hodges, Amy, and Leslie Seawright. "Writing in Transnational Workplaces: Teaching Strategies for Multilingual Engineers." IEEE Transactions on Professional Communication 62, no. 3 (September 2019): 298–309. http://dx.doi.org/10.1109/tpc.2019.2930178.

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Fox, Karen. "Globalising Indigeneity? Writing Indigenous Histories in a Transnational World." History Compass 10, no. 6 (June 2012): 423–39. http://dx.doi.org/10.1111/j.1478-0542.2012.00855.x.

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Lu, Hongwei. "Body-Writing: Shanghai Baby's Love Affair with Transnational Capitalism." Chinese Literature Today 1, no. 1 (September 2010): 41–46. http://dx.doi.org/10.1080/21514399.2010.11833910.

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Clavin, Patricia. "Time, Manner, Place: Writing Modern European History in Global, Transnational and International Contexts." European History Quarterly 40, no. 4 (September 9, 2010): 624–40. http://dx.doi.org/10.1177/0265691410376497.

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The article examines the origins and relationships between global, transnational history and international history, and the potential of these fields of enquiry to reshape European history. Divided into three parts, and drawing on a range of global and European examples, the article examines some of the ways in which transnational history holds the potential to blur established chronological boundaries and offer new approaches to the mapping of time. Global and transnational history has also helped to identify new processes and relationships in modern history, posing, in particular, new questions of comparative history and of Europe’s relations with the world. The article concludes by identifying new sites of historical enquiry in European history and proposing additional ones.

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Dagnino, Arianna. "Contemporary Transcultural Auto/Biography and Creative Nonfiction Writing on the Neonomadic Frontier." Transcultural Studies 11, no. 1 (December 23, 2015): 93–107. http://dx.doi.org/10.1163/23751606-01101010.

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The present article suggests that a desirable model of creative writing in the era of digital communications and new media, growing transnational flows, neonomadic life patterns (both online and offline), and global mobility is transcultural auto/biography. By this term I identify a form of creative nonfiction particularly suited to recording and exploring the renegotiation of individual cultural identities and the re-shaping of ever more complex subjectivities and collective imaginaries in their efforts to adjust to a new age of digital communication flows, transnational processes, and cross-cultural encounters.

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Potts, Shaina. "(Re-)writing markets: Law and contested payment geographies." Environment and Planning A: Economy and Space 52, no. 1 (April 5, 2018): 46–65. http://dx.doi.org/10.1177/0308518x18768286.

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While many emphasize the supposed frictionlessness and instantaneity of global financial flows, economic geographers have done important work placing globalization in concrete practices and spaces. Yet, cross-border payment transactions, which are constitutive of transnational markets, remain understudied. In this paper, I use creditor litigation against Argentina as a lens through which to explore material geographies of transnational financial payments. This litigation sheds light on the fundamental role of law (especially US common law) in structuring most major payment transactions today. Payment “flows” are not continuous at all, but rather legally divided into discrete spatial segments—and remapping these divisions, via litigation, has become a focal point of struggle between creditors and debtors, as well as among financiers. Fierce debates over contracts and their interpretation have been central in these battles. Furthermore, these financial geographies remain inextricably entangled not only with business actors, but with legal and political actors as well—law anchors economic geographies in state spaces and (often contradictory) state interests at a variety of scales.

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Zunino Singh, Dhan. "John Krige (ed.), How Knowledge Moves. Writing the Transnational History of Science and Technology." Prismas - Revista de historia intelectual 24, no. 1 (June 1, 2020): 288–91. http://dx.doi.org/10.48160/18520499prismas24.1134.

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Gildersleeve, Jessica. "Thea Astley’s modernism of the ‘Deep North’, or on (un)kindness." Queensland Review 26, no. 2 (December 2019): 245–55. http://dx.doi.org/10.1017/qre.2019.30.

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AbstractAlthough she is often perceived as a writer of the local, the rural or the regional, Thea Astley herself notes writing by American modernists as her primary literary influence, and emphasises the ethical value of transnational reading and writing. Similarly, she draws parallels between writing of the American ‘Deep South’ and her own writing of the ‘Deep North’, with a particular focus on the struggles of the racial or cultural outsider. In this article, I pursue Astley’s peculiar blend of these literary genres — modernism, the Gothic and the transnational — as a means of understanding her conceptualisation of kindness and community. Although Astley rejects the necessity of literary community, her writing emphasises instead the value of interpersonal engagement and social responsibility. With a focus on her first novel, Girl with a Monkey (1958), this article considers Astley’s representation of the distinction between community and kindness, particularly for young Catholic women in Queensland in the early twentieth century. In its simultaneous critique of the expectations placed on women and its upholding of the values of kindness and charity, Astley considers our responsibilities in our relations with the Other and with community.

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Rensen, Marleen. "Transnational Auto/Biography and European Identity: Klaus Mann's Portrait of André Gide." Comparative Critical Studies 18, supplement (October 2021): 62–84. http://dx.doi.org/10.3366/ccs.2021.0416.

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This article studies transnational biography avant la lettre by looking closely at Klaus Mann's 1943 portrait of the French writer André Gide. Writing against the backdrop of the battle against Nazism and war, Mann presents Gide as an exemplary European, who combined a strong national identity with an open, cosmopolitan mindset. The article shows how he unpacks his subject's multiple identities, while presenting a coherent life narrative, structured around the polarities of individual/communal and national/European. It further examines how writing Gide's biography influenced Mann's self-presentation as a European artist in his autobiography The Turning Point, thus aiming to reach a better understanding of how transnationalism is lived and produced through life-writing practices. Finally, this article explores the pitfalls and challenges of transnational biography by looking closely at Mann's use of national categories and his tendency to associate transnationalism with idealizing notions of crossing and breaking down borders.

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Rubins, Maria. "Transnational Identities in Diaspora Writing: The Narratives of Vasily Yanovsky." Slavic Review 73, no. 01 (2014): 62–84. http://dx.doi.org/10.5612/slavicreview.73.1.0062.

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Focusing on Vasily Yanovsky's prose fiction as a specific case study, this article sets modernist narratives informed by exile, dislocation, and migration in dialogue with the evolving theory of transnationalism. By engaging with the hybrid, cross-cultural nature of diaspora writing, this research challenges conventional, mono-national classifications based on the author's language and origin. Yanovsky's key texts transcending a range of boundaries (between Russian and English, fiction and nonfiction, Russian spirituality and western thought, science and fantasy) are brought to bear to demonstrate that language can be a matter of a writer's personal aesthetic choice, rather than a fixed marker of his appurtenance to a national canon. This article also argues for transnational identity as an intellectual and emotional, and thus translatable, affiliation, formed across national fault lines and cultural traditions.

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Horvat, Ana, Orly Lael Netzer, Sarah McRae, and Julie Rak. "Unfixing the Prefix in Life-Writing Studies: Trans, Transmedia, Transnational." a/b: Auto/Biography Studies 34, no. 1 (January 2, 2019): 1–17. http://dx.doi.org/10.1080/08989575.2019.1548084.

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Mermann-Jozwiak, Elisabeth. "Transnational Latino/a writing, and American and Latino/a studies." Latino Studies 12, no. 1 (March 2014): 111–33. http://dx.doi.org/10.1057/lst.2014.4.

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Skerrett, Allison, and Lakeya Omogun. "When Racial, Transnational, and Immigrant Identities, Literacies, and Languages Meet: Black Youth of Caribbean Origin Speak." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–24. http://dx.doi.org/10.1177/016146812012201302.

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Background/Context Immigrants are described as somewhat fixed in their geographical locations and activities in the world, having made a permanent move from their nation of origin to a new homeland. In contrast, transnational people are defined as those who live their lives across two or more nations and hold strong, multiple attachments to their nation-states. Frameworks of race are often centered in studies of the language and literacy practices of immigrant youth while transnational theories are typically prioritized in studies of transnational youths’ language and literacy practices. Research Questions/Participants This article explores extant research on the language and literacy practices and experiences of Black immigrant and Black transnational youth of Caribbean origin for whom the U.S. is a home. The purpose is to uncover similarities, differences, and nuances that may exist between the language and literacy practices and experiences of these populations. Research Design The extant research was analyzed through theoretical concepts such as micro-cultures, ethnoracial assignment and ethnoracial identity, raciolinguistics, and language and literacy as social practices. Findings Literacies prominent for both Black immigrant and Black transnational youth include reading, writing, the performing arts, and digital literacies. Analysis found that Black immigrant and Black transnational youth, through their language and literacy practices, undertake significant work in deconstructing Blackness as a monolithic racial category. The youths’ motivations for language and literacy use and transformation are conceptualized as efforts to make visible multiple ethnoracial identities and micro-cultural practices within an overarching racial category of Blackness. Analysis further found that Black immigrant and Black transnational youths’ experiences with racial, cultural, and linguistic discrimination lead many to subsume their original linguistic and literacy practices beneath the language and literacy practices of dominant ethnoracial groups in their new nations. In the case of Black transnationals, analysis found that they hold thick bonds to their countries of origin and new nations. Further, some transnationals have opportunities to spend extended time and employ their culturally influenced languages and literacies to a fuller degree in nations that hold appreciative perspectives on these repertoires. Such circumstances appear to promote Black transnationals’ abilities to continue developing and valuing their unique ethnoracial identities and ethnoculturally diverse language and literacy practices. Analysis further found that the multiple language and literacy practices of many Black immigrant youth are motivated by their longings to belong to diverse communities and connect to multicultural groups. However, these desires of youths’ were not oriented solely toward their new nation-states. Rather many Black immigrant youth actively seek out connection and consolidation of their homelands of origin and their new nations through language, literacy, and cultural practices. Analysis confirmed that this is a primary motivation for language and literacy development and use in transnational youth. Conclusion This article challenges the binary categories of immigrant and transnational using the cases of Black youth of Caribbean origin and their language and literacy practices. Its findings call for a more dynamic reconceptualization of the relationships among racial, immigrant, and transnational youth identities, literacies, and languages. Given the similarity of goals in the identity, language, and literacy practices of Black immigrant and Black transnational youth, this analysis argues that literacy research knowledge about Black immigrant youth can be enhanced by applying transnational as well as racial frameworks. Likewise, the article proposes that given the similarities of language and literacy goals, practices, and experiences, including racial and ethnic discrimination, shared by Black immigrant and Black transnational youth, future literacy research can undertake more explicit investigations of transnational youth's experiences through racial frameworks. The article suggests that knowledge of this kind can support scholars and educators in theorizing and designing educational spaces and curricula that enable all youth, notwithstanding their self- or other-assigned racial or sociopolitical categorization as native-born, immigrant, or transnational, to actualize while critically analyzing, the full range and diversity of their identities, languages, and literacies.

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Liu, Oiyan, and Eric Tagliacozzo. "The National Archives (Jakarta) and the Writing of Transnational Histories of Indonesia." Itinerario 32, no. 1 (March 2008): 81–94. http://dx.doi.org/10.1017/s0165115300001716.

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The Arsip Nasional Republik Indonesia, or National Archives of Indonesia (located in South Jakarta), offers some intriguing possibilities for researchers wishing to write transnational histories of the country over a range of time periods. The voluminous materials stretch back to the seventeenth century, and indeed anyone looking for documents or data on the development of the country should really pass through here, though scholars often spend much of their research time in the Netherlands if they have to make a choice. This can be a mistake in some cases: there are real, often undiscovered riches in the Arsip Nasional that make a sustained trip worth the effort. The present article looks at one aspect of these riches—materials usable for writing transnational histories of Indonesia—as a window into this archive. We have divided our discussion into two parts. The first examines some of the sources that can be used for writing transnational Islamic histories of the archipelago, and the second examines documents and collections that can be used for writing about the Chinese diaspora to Indonesia and connections generally between China and the islands. These are only two of the possible approaches to take, but they are two of the main ones. We hope that once informed about these sources, other scholars will make better use of these considerable riches, which shed important light on Indonesian history as a whole.

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Cancian, Sonia. "Love in the Time of Migration." Diversité urbaine 10, no. 2 (November 25, 2011): 91–109. http://dx.doi.org/10.7202/1006427ar.

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How did a lover’s letter help to negotiate physical absence, separation, and migration? How can words of romantic love and yearning contribute to historians’ understanding of amour-passion, letter-writing, and transnational relationships? And, finally, what do they tell us about ordinary lives and migration experiences? In this article, I argue that love letters written by everyday writers in a context of international migration are extraordinary historical documents. These cultural artefacts offer a plethora of insights on transnational communication, the romantic love that infused such epistolary narratives, the challenges that ordinary lovers faced in their separation, and how letter-writing helped them to negotiate a lover’s absence. Letters written by women and men in the context of Italian postwar migration to Canada are employed to illustrate my points.

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Atay, Ahmet. "Digital Eco System: Cyber Bodies, Cyber Lives, and Cyber Narratives." International Review of Qualitative Research 13, no. 3 (July 23, 2020): 317–31. http://dx.doi.org/10.1177/1940844720939850.

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In this essay, I try to embody the fragmented nature of our digital culture and lives. Through autoethnographic writing and personal vignettes, I narrate and theorize five interrelated themes: interactivity, the co-construction of digital stories, blurring the idea of time and space, the concept of transnational cyber bodies, and finally, the notion of a transnational and queer cyber home. Hence, my goal is to present personal stories that embody forms of cyber or digital autoethnography.

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Daut, Marlene L. "Before Harlem: The Franco-Haitian Grammar of Transnational African American Writing." J19: The Journal of Nineteenth-Century Americanists 3, no. 2 (2015): 385–92. http://dx.doi.org/10.1353/jnc.2015.0023.

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Belgum, Kirsten. "The culture of borrowing: transnational influence in travel writing around 1800." Studies in Travel Writing 19, no. 1 (January 2, 2015): 16–29. http://dx.doi.org/10.1080/13645145.2015.997429.

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Aparicio, Frances. "Writing Migrations: Transnational Readings of Rosario Ferre and Víctor Hernández Cruz." Latino Studies 4, no. 1-2 (March 2006): 79–95. http://dx.doi.org/10.1057/palgrave.lst.8600172.

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Larsen, Svend Erik. "From the National to a Transnational Paradigm. Writing Literary Histories Today." European Review 21, no. 2 (April 30, 2013): 241–51. http://dx.doi.org/10.1017/s1062798712000397.

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Modern literary history was born, together with the European nation states, in the early 19th century, encapsulating the emerging idea of literature as an articulation of the national mentality. In tandem with other national histories of art, politics, language, religion, culture and nature, literary history took part in the creation of a national identity, as did the literary texts it interpreted and canonized along a historical trajectory with the nation state as its teleological culmination. Literature and literary histories have always been a form of cultural intervention, not just texts. This is still the case, but in a modern transnational and globalized cultural environment, inherited historical paradigms are obsolete as scientific and didactic models. Nevertheless, they still play a dominant role in our educational institutions on all levels. This article discusses the resilience of the national paradigm, points to the institutional and conceptual obstacles for imposing alternative frameworks, but also exemplifies how new historiographical routes may be found.

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Kennedy, Rosanne. "Reparative transnationalism: The friction and fiction of remembering in Sierra Leone." Memory Studies 11, no. 3 (July 2018): 342–54. http://dx.doi.org/10.1177/1750698018771867.

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Analysis of the “productive frictions” that emerge when cosmopolitan paradigms are implemented in local contexts may nuance accounts of how and when memory travels, and when and why it stalls, thereby contributing to a better understanding of the cross-border travels of memory. I explore the frictions of truth-telling in Sierra Leone as articulated in ethnographic analyses of local engagement with the normative paradigm of public remembering and truth-telling promoted by the Sierra Leone Truth and Reconciliation Commission (TRC), and mediated in Aminatta Forna’s post-conflict novel, The Memory of Love. While the Truth and Reconciliation Commission disappointed victims’ expectations for meaningful transnational relationships, the novel performs and models what I call reparative transnationalism. Through the intimate but public form of literature it imagines entangled transnational futures that work toward the promise of transnational belonging promoted in much writing on transnational memory.

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Mizan, Souzana. "TRANSNATIONAL IMAGINARIES OF EMERGING IDENTITIES IN ENGLISH TEACHER EDUCATION IN A PERIOD OF ACCOMMODATION TO SOCIAL CHANGE IN BRAZILIAN HIGHER EDUCATION." Trabalhos em Linguística Aplicada 58, no. 1 (April 2019): 177–94. http://dx.doi.org/10.1590/010318138654076456311.

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ABSTRACT Between 2003 and 2014, the Brazilian government adopted a public policy of expansion within Brazilian Higher Education, to strengthen processes of social inclusion. This included the construction of new campi in far-from-the-shore cities within Brazil's interior. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where an English Teacher Education course was established in 2009. The course - academic writing for English teachers - aimed to develop students' writing together with their critical thinking. It is from this academic writing course that this research emerges. The pedagogy of writing suggested in this article is based on Giroux (1988) and Freire (2005). As such, it conceives of writing as an epistemology, a mode of learning that seeks to find "the thematic universe" or "the cluster of generative topics" that the students wished to research and write about (FREIRE, 2005, p. 101). The process pursued the investigation of the students' way of thinking of the "real" in the educational context through written language. The texts produced by students revealed transnational imaginaries and literacies that rupture the dominant model of transnational movements, physical or virtual. In this context, I believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students' academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.

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Keelan, Geoff. "Dissenting in the First World War: Henri Bourassa and Transnational Resistance to War." Cahiers d'histoire 35, no. 2 (June 12, 2018): 43–66. http://dx.doi.org/10.7202/1047868ar.

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This article discusses the connection between French Canadian nationalist, the journalist Henri Bourassa, and other international voices that opposed the First World War. It examines common ideas found in Bourassa’s writing and the writing of the Union of Democratic Control in Britain and the position of Pope Benedict XV about the war’s consequences, militarism and the international system. This article argues that Bourassa’s role as a Canadian dissenter must also be understood as part of a larger transnational reaction to the war that communicated similar solutions to the problems presented by the war.

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GRABES, HERBERT. "Prodesse et delectare: The World of National Literatures and the World of Literature." European Review 15, no. 1 (January 9, 2007): 105–14. http://dx.doi.org/10.1017/s1062798707000105.

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In a survey of the writing of literary histories in Europe, it is first pointed out that, in classical Antiquity and in the early Christian period from the fourth to the 12th centuries, such histories were transnational. After the Middle Ages, in which we find only catalogues of particular libraries, the rise of the European nation states in early modern times motivated the writing of national literary histories. With a concentration on the development in Britain, it is then shown that this development reached its peak in the 19th century, yet is still very strong today. In comparison, some examples of histories of European literature show that such transnational histories may also be informed primarily by the principle of prodesse in presenting either written culture or only what seems favourable for the understanding of national literary history; they may, however, also give more attention to literature and the imagination than to nations or culture and in that way foster delectare.

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Hernandez, Deborah Pacini. "Sound Systems, World Beat and Diasporan Identity in Cartagena, Colombia." Diaspora: A Journal of Transnational Studies 5, no. 3 (December 1996): 497–508. http://dx.doi.org/10.3138/diaspora.5.3.497.

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In the early 1990s, anthropologists such as James Clifford and Arjun Appadurai began examining transnational cultural exchanges, in which people, capital, ideas, and culture flowed freely across boundaries and changed the relationship not only between center and periphery but also between different locations along the fringe While both Clifford and Appadurai mentioned music and music bearers as examples of such "traveling cultures" and "global culture flows" respectively, neither of them paid any attention to an important transnational cultural phenomenon that was taking shape and becoming increasingly visible as they were writing: the emergence of the world music and world-beat industries.

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PATEL, KIRAN KLAUS, and JOHAN SCHOT. "Twisted Paths to European Integration: Comparing Agriculture and Transport Policies in a Transnational Perspective." Contemporary European History 20, no. 4 (September 23, 2011): 383–403. http://dx.doi.org/10.1017/s0960777311000440.

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AbstractTaking the comparison of agricultural and transport policies as an example, this article argues for a new way of writing European integration history. It goes beyond the state-centric confines of the diplomatic history which has dominated the field so far and challenges the teleologies in most accounts. Instead, it argues for the need to take into account long-term perspectives as well as the role of transnational actors with a more contingent narrative. Moreover, it demonstrates that the availability of alternative inter- and transnational regimes can be decisive for the trajectory of integration within EC/EU parameters.

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Kim, Jungyin. "Korean students’ transnational literacy and social networks in a business college." Curriculum Matters 18 (December 20, 2022): 4–26. http://dx.doi.org/10.18296/cm.0057.

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This study examined how a group of Korean international students enrolled in a writing class in a United States business programme navigated their literacy practices through the use of KakaoTalk, a social networking application for smartphones. On the basis of 29 student interviews and a detailed narrative of one focal student’s activities in KakaoTalk group sessions, the study aimed to elucidate the less studied feature of literacy studies: the social networking methods that students mobilise to make meaning of their school literacy activities collaboratively and individually. The study findings suggest that students’ identities and literacy performances shape one another through the intersection of local and global forces. Theories of identity and the Korean concept of “in-maek” offer important insights into the dynamic interchange of students’ social and literacy practices and identities. This study provides insights into the influence of such identity work on students’ academic experiences and the development of a curriculum for a business programme writing class.

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Ganguly, Debjani. "From Empire to Empire? Writing the Transnational Anglo-Indian Self in Australia." Journal of Intercultural Studies 28, no. 1 (February 2007): 27–40. http://dx.doi.org/10.1080/07256860601082913.

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Vergara, Ángela. "Writing about Workers, Reflecting on Dictatorship and Neoliberalism: Chilean Labor History and the Pinochet Dictatorship." International Labor and Working-Class History 93 (2018): 52–73. http://dx.doi.org/10.1017/s0147547917000230.

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AbstractThis article explores the trajectory of Chilean labor history and its recent efforts to study workers’ experiences under the Augusto Pinochet dictatorship (1973–1990). Influenced by the impact of dictatorship on Chilean society as well as global historiographical debates, Labor Studies became an interdisciplinary and transnational field in Chile. This article focuses on the different academic traditions that have intersected with and contributed to the study of workers’ experiences under the dictatorship. It considers the multiple origins of New Labor Studies and includes the social history of both rural and urban movements, labor sociology, feminist historiography, and transnational history. It also looks at the multiple debates taking place in Chile and in other parts of the world. Bringing them together offers the opportunity to see the intersections, collaborations, and influences that have made the study of Chilean workers a dynamic field.

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Borzaga, Michela. "‘Mother-Daughter Syntax’." Acta Neophilologica 55, no. 1-2 (December 14, 2022): 5–18. http://dx.doi.org/10.4312/an.55.1-2.5-18.

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This article offers a re-reading of James Joyce’s “Eveline” as a transnational story. The concept of the transnational is brought into conversation with motherhood studies, more precisely, with the notion of the ‘mother-daughter dyad’ (Hirsch). The key here is to explore the formal and narratological clues that Joyce uses to convey religiously inflected inheritances of the maternal, inner splits, patterns of repression and matrophobic reflexes. Joyce partly maps Eveline’s psyche by engaging the reader in a set of delicate auditory exercises and, thereby, offers an indirect re-writing of the Orpheus myth. This article shows how the short story has been conceived as a sort of soundbox and demonstrates that Stephen Clingman’s conceptualisation of the transnational through ‘vertical’ versus ‘horizontal’ patterns of identity can be productively applied in the exploration of literary representations of mother-daughter relations as well.

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Compton-Lilly, Catherine, Jieun Kim, Erin Quast, Sarah Tran, and Stephanie Shedrow. "The Emergence of transnational awareness among children in immigrant families." Journal of Early Childhood Literacy 19, no. 1 (February 7, 2019): 3–33. http://dx.doi.org/10.1177/1468798417696342.

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In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case study involves ten children from immigrant families who have come to the United States from around the world. The students entered the study in four-year-old kindergarten, grade 1 or grade 2. Each year, we collected observations, spoken data and student-created artefacts (e.g. writing samples, maps, photographs). Data sources were designed to highlight the various spaces that the immigrant families occupy or have occupied over time (i.e. home/neighbourhood/ school; native country/country of residence). Our reading and rereading of coded data across the sample led us to focus on families’ digital transnational practices and children’s transnational awareness. We argue that these funds of knowledge should be recognized in classrooms and schools and that they have the potential to contribute to the nurturing of cosmopolitan perspectives for all children.

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Da Costa, Dia, and Shaista Patel. "“We Cannot Write About Complicity Together”: Limits of Cross-Caste Collaborations in Western Academy." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, no. 2 (November 26, 2022): 1–27. http://dx.doi.org/10.15402/esj.v8i2.70780.

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Grounded in a friendship that began in the academy, we write together to problematize collaborative writing across our distinct caste positionalities. Writing as caste-oppressed Pakistani Muslim settler (Patel) and dominant caste Indian settler (Da Costa), we write primarily across caste power lines to focus on the failure in our own efforts at collaborative writing. This article, initially meant to focus on our complicities in white settler colonialism in its present form, reflects on the detours we undertook to arrive at this place of certainty that “we cannot write about our complicity together.” Specifically, we reconsider some assumptions underlining prominent methodological commitments of transnational collaborative writing across uneven locations in, for, and beyond the academy. Collaborative writing has been championed for its capacity to generate dialogue across disagreements, praxis grounded in social change, a challenge to the academy’s notions of individual knowledge-production and merit, and as a means of holding people across hierarchies accountable to structures of violence that remain at work within social movements and collective struggles. Considering the contours of what Sara Ahmed (2019) calls structural “usefulness” of collaborative writing to the colonial and neoliberal academy, we use historical and life-writing approaches to make caste violence legible in order to refuse the cover that collaborative writing provides to dominant caste South Asians engaged in research with Indigenous, Black, Muslim, caste-oppressed and multiply and differentially colonized communities. Our purpose is to foreground the historical and ordinary violence of caste as it shapes North American academic relationships, intimacies, and scholarship, in order to challenge the assumption that caste-privileged South Asian scholars of postcolonial and transnational studies in western academia are best poised to collaborate with Indigenous, Black, other racialized, and Dalit scholars and actors toward a decolonial, abolitionist, and anti-casteist feminist praxis. While focusing on writing across caste lines, our analysis can also be read as offering a space to engage ethically with complexities informing collaborative projects across differential horizontal and vertical power relations informed by race, class, gender, sexuality, citizenship, north/south and other differences. In the process of writing this article, we have also paid particular attention to our citational practices.

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Gibsone, Katerine. "APPROACHES TO RESEARCHING BORDER REGIONS: WRITING THE HISTORY OF LATGALIA." Via Latgalica, no. 6 (December 31, 2014): 10. http://dx.doi.org/10.17770/latg2014.6.1653.

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While there has been increasing interest in the history of border regions in recent years, this has not been accompanied by a growing discussion of theoretical or methodological considerations. Using the case study of Latgalia, this paper aims to shed light on some of the conceptual and practical methodological considerations and challenges inherent in writing the history of border regions. The author argues that the study of the history of border regions necessitates a decentring of national history and a move to transnational (or non/a-nationally construed) history.

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Levine, Naomi. "Elizabeth Barrett Browning’s Historiographical Poetics." Modern Language Quarterly 77, no. 1 (March 1, 2016): 81–104. http://dx.doi.org/10.1215/00267929-3331604.

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Abstract Elizabeth Barrett Browning’s imperfect rhymes, criticized since the nineteenth century, strangely resemble her blank verse. This essay argues that her experiments in poetic form should be viewed in relation to her reading and writing of literary history, particularly her intellectual engagement with the work of Henry Hallam. Barrett Browning’s remarks in the margins of Hallam’s books and in a historiographical essay of her own reveal a poet thinking about her craft in the context of a transnational history of poetry. Barrett Browning’s idiosyncratic prosody becomes another means of writing literary history.

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Galip, Özlem Belçim. "Writing across Kurdistan." Middle East Journal of Culture and Communication 9, no. 3 (2016): 257–74. http://dx.doi.org/10.1163/18739865-00903003.

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Gauri Viswanathan asks ‘where is English literature produced?’ and answers not only ‘in England, of course’. This is also true of Kurdish literature, which is not only produced ‘in Kurdistan, of course’. In fact, due to forced migrations, political conflicts and massacres, Kurds have mainly produced literary works outside Kurdistan. Because there is no state and there are no internationally recognized Kurdish territories, the understanding of what we mean by the term ‘Kurdistan’ is blurred; hence, the location of Kurdish literary work may change, as does the development of Kurdish literature, whether or not it is produced in Kurdish territory. Thus, compared to some other literary traditions, the Kurdish tradition is shaped in multiple geographies in terms of writing and publishing processes, multilingual and transnational affiliations, constant mobility and a diverse sociopolitical context that challenges and complicates the national literature, and vividly exemplifies the heterogeneity and discontinuity of national cultures. Drawing on debates on national literature and ideological texts, in this article I offer insights into Kurdish novels through readings of six novels from six spaces (Iraqi, Iranian, Syrian and Turkish Kurdistan, Soviet Armenia and the Kurdish diaspora) in order to explore the relationship between the texts and the boundaries they are set in, and to compare texts and the way they respond to different sociopolitical contexts. In these six fictional texts, I argue that the themes are usually identified with the realm of sociopolitical conflict and tension and the articulation of loss, trauma, war, the longing for return, and disappointment with the return. Furthermore I suggest that in contrast to idealized imaginary, home and nation, and patriotism in the case of statelessness or exile, these texts are articulated through critical discourses that challenge the idea of a unified national literature, and cannot be united under the sound of a single voice or stable ground.

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Journal articles on the topic 'Transnational Writing'

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