Program, complexity, and system when evaluating sustainable development

In light of the challenges of the Anthropocene, it is common today for evaluators to propose a systems rather than a program perspective. A program perspective is reproached for its simplicity and linearity, while the systems perspective is praised for its ability to account for complexity and emergence. This article argues that even before the systems perspective appeared on the horizon, the story of program evaluation had been characterized by a confrontation between “simplifiers” and “complexifiers.” It enquires into the lessons that the complexifiers of the evaluation of programs have handed on to evaluators who are facing the current challenges of sustainable development. On the other hand, when analyzing what a systems perspective contributes, the article is alert to the risk that a “holistic” view may ignore lessons complexifiers have to offer. This argument is supported by considering the way in which a systems perspective is understood in the practice of evaluation. Conclusions invite readers to overcome a misleading opposition between the two perspectives and indicate possible cross-fertilization across different units of analysis and approaches.

Theories of Institutions

The human condition teems with institutions – intertemporal social arrangements that shape human relations in support of particular values – and the social scientific work developed over the last five decades aimed at understanding them is similarly vast and diverse. This book synthesizes scholarship from across the social sciences, with special focus on political science, sociology, economics, and organizational studies. Drawing out institutions' essentially social and temporal qualities and their varying relationships to efficiency and power, the authors identify more underlying similarity in understandings of institutional origins, maintenance, and change than emerges from overviews from within any given disciplinary tradition. Most importantly, Theories of Institutions identifies dozens of avenues for cross-fertilization, the pursuit of which can help keep this broad and inherently diverse field of study vibrant for future generations of scholars.

BAER, Brian James and KAINDL, Klaus. Queering Translation, Translating the Queer. Theory, Practice, Activism. New York & London, Routledge, 2018, 234 pp., ISBN: 9780367365677

This groundbreaking work is the first full book-length publication to critically engage in the emerging field of research on the queer aspects of translation and interpreting studies. The volume presents a variety of theoretical and disciplinary perspectives through fifteen contributions from both established and up-and-coming scholars in the field to demonstrate the interconnectedness between translation and queer aspects of sex, gender, and identity. The book begins with the editors’ introduction to the state of the field, providing an overview of both current and developing lines of research, and builds on this foundation to look at this research more closely, grouped around three different sections: Queer Theorizing of Translation; Case Studies of Queer Translations and Translators; and Queer Activism and Translation. This interdisciplinary approach seeks to not only shed light on this promising field of research but also to promote cross fertilization between these disciplines towards further exploring the intersections between queer studies and translation studies, making this volume key reading for students and scholars interested in translation studies, queer studies, politics, and activism, and gender and sexuality studies.

Social Constructionism and Social Representation Theory

This chapter considers how the perspectives of social constructionism and social representations theory can overlap and cross-fertilize more than was once recognized, when the study of change is at stake. This applies particularly to the study of meaning-making through practices and relations via social artifacts. Focusing on those scholars considered to be the main initiators and developers of these two perspectives in social psychology—Serge Moscovici and Kenneth J. Gergen—the authors analyze their works on different levels: meta-theoretical, theoretical, and methodological. Grounding their reasoning on research that they themselves and others have conducted on the two frameworks, mainly on aging in an aging society, the authors call for a further erasure of distinctions between the two. They conclude by suggesting a fruitful future enrichment of the dialogue and a reciprocal cross-fertilization that might overcome nominalistic barriers in the study of social knowledge, particularly where change and continuity are concerned.

Policing and Preventing Gender Violence in the Global South

This special issue is the product of a workshop on innovations in policing and preventing gender violence in the Global South, hosted by Queensland University of Technology (QUT) Centre for Justice 3-4 December 2019. The event was attended by scholars from Brazil, Pacific Island communities, Bangladesh, Argentina, and several Australian jurisdictions. Hence the articles in this special issue reflect the diverse nationalities present at the event. A central aim of the workshop realised in this special issue is the stimulation of innovation in understanding the policing and prevention of gender violence through novel international collaborations and cross-fertilization. It reverses the assumptions that underpin the epistemic injustice of the social sciences, that innovations generally flow only from the Global North to the Global South. This special issue shows that it can be the other way round.

2. American English as a poetic resource

“American English as a poetic resource” argues that American English is one of the country’s great poetic resources. It is remarkably adaptable, contested, and diverse. When poets explore American English’s poetic usefulness, the diversity of their approaches and interests demonstrates the language’s flexibility. They use American English to critique and celebrate America and its literary traditions and to create a distinctive literature that also draws from traditions outside it. They mark differences as well as affinities. In some cases, the poetry shows an exuberant appreciation of American English’s peculiarities, its quirks and openness to experimentation and cultural cross-fertilization. Discussed poets include Walt Whitman, Harryette Mullen, Henry Wadsworth Longfellow, Ezra Pound, and Robert Frost.

Translation: A Key Component of a Hundred-Year Project

The Emory-Tibet Science Initiative (ETSI) has embarked on a historic endeavor of introducing a systematic and sustainable science education program within the traditional Tibetan monastic institutions. His Holiness the Dalai Lama, who conceived and supports this initiative, calls it a hundred-year project. From the very beginning, translation from English to Tibetan has been an integral part of this project because of the need to prepare course materials as well as to facilitate on-site classes and lab activities in the Tibetan language. Our translation process involves not just conveying novel and foreign concepts across cultures but doing so with a scientific language peppered with technical terms that are not readily representable in the target language. In addition to the linguistic barriers, cultural and technical ones further complicate the process of communication. A case in point is the concept of life, or correlation versus causation, or the view that consciousness is an emergent property of the brain, where each construct has its corresponding but differing concept in Tibetan Buddhism. When engaging with such existing parallel yet divergent terms or concepts, the translators must strike a delicate balance and avoid forsaking the distinctive characteristics and connotations involved. In this article, the ETSI translation team shares its journey—highlighting the needs felt, challenges faced, and solutions sought. We discuss the translation principles guiding our work and the handling of such scientific features as graphs, acronyms, units, chemical names, and formulas. We hope our work will inspire other similar projects around the globe and encourage them to continue bridging barriers to cross-cultural dialogues, promoting cross-fertilization of knowledge for human flourishing.

A Tale of Sound and Fury Signifying Everything: Argentine Tango Dance Films as Complex Self-Reflexive Creation

This article equates the multidimensional artistic form of Argentine tango (dance, music and song) with the innately hybrid form of film. It compares Argentine tango culture to the height of French cinephilia in the 1950s Paris, France, arguing that they are both passionate, erotic and nostalgic ways of life. In Carlos Saura’s Tango (1998) and Sally Potter’s The Tango Lesson (1997), the intertwining of the related skills of tango practice and filmmaking are an audio-visual treat for the senses and a cognitive challenge for the mind. Their self-reflexivity promotes excess and the result is a highly expressive and complex form. They evince a cross-fertilization of reality and fiction, of art and life, typical of a perfect mise en abyme as described by Christian Metz. These films are also art musicals, although they depart from the Hollywood musical conventions. Yet, one cannot speak in their case of intermedia reflexivity, according to Petr Szczepanik’s definition, because both of them retain their qualities in a symbiotic relationship of likeness that highlights their mutual aura.

Cross-fertilization in Teaching and Learning between Institutions after COVID-19 Shutdown: A Collaborative Effort

Research reported in this article investigated the effectiveness of collaborative effort between schools to bridge the existing gaps that erupted during the outbreak of COVID-19. There are gaps in teaching and learning within the previously privileged institutions and the marginalised institutions in South Africa. Such gaps might have a negative impact on how teaching and learning are conducted. The purpose of this article was to investigate the creative and constructive ways of managing the anxiety related to socio-economic impacts in schools, amongst which were the introduction of online teaching and learning technologies, new methodologies and contents. This article is underpinned by the concepts of the establishment of advantageous strategies for collaboration, knowledge sharing and knowledge transfer. Qualitative document analysis has been adopted as a methodology to collect information for this study. The outbreak of COVID-19 has evoked inequalities amongst the communities. However, the re-opening of schools exacerbated multiple challenges. While teaching and learning is the centre of the education project in South Africa, which the country has to adapt to, most institutions were faced with a number of challenges. This study’s major finding revealed that collaboration is synergistic and can bring out the best contribution that might currently perceive partnership within the school system. This article recommends ways of bridging the gap between schools through developing partnerships between institutions through cross-fertilisation.