Comparing Literatures: Arabic, Hebrew, Persian, Turkish, Urdu

Comparative Literature has spent the last few decades expanding its focus beyond Europe and the Anglophone Americas. But has it succeeded? Departments around the world include scholars working on Hebrew, Persian, Arabic, and to a lesser extent Turkish, Urdu, and other non-European languages. But the desire for coverage remains a chimera, always tempting with the prospect of inclusion: "if only we had somebody who did…" What would success, even if we subscribed to such teleology, look like?

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Reflections from Trans;form
How do we speak and write in a way that is concise and accessible to a wider audience and that can make an impact on social movements and on life in society?
Interference
By
Emily Apter

The Untranslatable refers to how concepts assimilate actually existing ways of speaking and being and how ways of speaking and being interfere with concepts. 

Celebrating Mediation: The Poet as Translator
By
Chana Kronfeld

Amichai’s poetry articulates an implicit theory of translation as the intertextual practice of a historical agent, an implicit theory that is poised to provide a new perspective on the critical discourse of contemporary translation studies.

Between Karachi and California: Is Rigor Enough? (1 of 6)
Is methodological rigor all that is necessary to establish a humanities curriculum, or do humanists have a duty to center moral principles in our pedagogy? How might we bridge the two extremes of delineating humanities departments in American universities—rigidly bordered individual fields versus large umbrella programs like the Global Humanities? What could exist between the scales of the local and the global?
Pedagogy or Catastrophe (2 of 6)
When things fall apart, when societal deterioration accompanies imperial collapse, we become disillusioned, disenchanted, and this emerges in our literature, art, and philosophy. But how might this disillusionment extend to our pedagogy?
Great Books and Global Brutalities (3 of 6)

What is the point of the humanities right now? Do they help us save the world? Become a better person? Develop empathy? Which line of reasoning do we use to justify our own existence to administrators, to students, to donors? This question and its subsidiaries form the center not only within our own discussions at HumCore, but of the larger discussion about core humanities curriculum design in the United States.

A History of the Humanities at Stanford (5 of 6)

Though many of us are frequently concerned with what we’re currently teaching and why, and though we might have strong opinions about what ought to be taught in the coming years, fewer of us have a comprehensive understanding of how the past century of institutional approaches to curriculum design has contributed to our present circumstances.

Space and Place, the remix (6 of 6)
As we close out this series of reports on the Humanities Core (HumCore) Workshops, it is worth returning to the two questions that have driven every session so far: 1. Can we conceptualize the Global Humanities at all? 2. How have our ideas created teaching structures in California, Karachi, and Singapore?

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