World Literature and Translation in Persian Literature Textbooks

Persian literature textbooks, designed, compiled, and distributed by a state bureau run by the Ministry of Education, Organization for Educational Research and Planning, also have sections on the theory and practice of translating world literature. The current study deals with those passages, how they are represented and how they are consequently interpreted in the light of Venuti’s conceptualization of domesticating and foreignizing translation. It is aimed to understand the status, significance, and visibility of translators in the corpus under study. The results of content analysis for the five high school literature textbooks (grades 6, 7, 8, 9, 10, 11, and 12) indicate a strong sense of domestication and appropriation by the compilers of the textbooks. The following strategies are recognized to have the largest share in the textbooks: no mention of the name of the translator, Iranization, and appropriation. The strategies are followed by samples for each theme. The paper concludes that the polyphonic world promised to be achieved by studying foreign and world literature is not, therefore, attained in such a context, as the emphasis is ultimately on the target ideologies and worldviews. The study also sheds doubt on the assumption that domestication is confined to the so-called imperialistic cultures like the Anglo-American.

Folklora un ideoloģija: folkloras teksti latviešu mācību literatūrā PSRS 20. gadsimta 20.–30. gados

Keywords: diaspora, Marxist-Leninist ideology, propaganda, education in the USSR, Soviet folklore The focus of this article is Latvian textbooks published in the USSR from 1920-1930 for Latvian pupils living in the Soviet Union, and the use of folklore texts in them. Attention is focused on the principles of the selection of specific texts and how the authors of textbooks interpret folklore texts. This research aims to determine how folklore units available in Soviet Latvian textbooks resonated with the dominant dogmas of the Marxist-Leninist ideology in the USSR. The first half of the article describes the most important aspects of the Soviet Latvian diaspora and the organization of education. In this part of the study, all Soviet Latvian textbooks issued from 1920-1930 were examined: ABC, Latvian language and literature textbooks, school reading books and chrestomathies, as well as published selections of folklore units (24 books in all), not all of them included folklore texts. The focus of the analysis is only those books in which folklore had been published. The analyzed folklore units show how these texts can be used for propaganda purposes using various methods: by selectively picking out only those folklore units that correspond to the Marxist-Leninist ideology, commenting and creating paratexts, ignoring Latvian folklore genres (mythical songs, magic tales), using metrics and formulas of classical folklore to create texts with new content glorifying Soviet reality.

PRESERVATION OF THE BULGARIAN SELF-CONSCIOUSNESS THROUGH PATRIOTIC MESSAGES IN THE FIRST LITERATURE TEXTBOOK

The state policy towards the Bulgarians abroad is related to the preservation of the Bulgarian ethnocultural space abroad and the national, cultural and spiritual identity of all Bulgarian citizens around the world, by preserving the ethnocultural identity of the Bulgarians and the Bulgarian communities abroad. To achieve this goal, it is necessary, children that living abroad systematically get acquainted with literary works that help preserve the national identity, way of life and culture. This report examines the reception of literary works with patriotic messages in the first grade on the example of „Svetulka“ – a literature textbooks for descendants of Bessarabian Bulgarians living in Moldova.

Penerapan Tri-N Pada Buku Siswa Bahasa Indonesia VIII Dalam Upaya Meningkatkan Keterampilan Berbahasa

This study aims to describe the application of Tri-N in Indonesian Literature textbooks for SMP VII Class Curriculum 2013 in an effort to improve writing and speaking skills. This research is a descriptive qualitative research with a scientific approach. The results of class VIII research show that the application of the niteni, nirokke, and add processes to each process in literary texts as an effort to improve students' writing and speaking skills so as to improve more creative and productive cognition. The application of niteni in an effort to improve writing skills is found in words or clauses, such as note down the rules, while speaking skills, such as present and explain. The application of nirokke in writing skills, such as note-taking and serving, while speaking skills, such as staging and reciting. The application of increment in writing skills, such as making sentences and making reports, while speaking skills, such as speaking and reporting.