Inclusion, Diversity and Innovation in Translation Education

Through examples of literary and audiovisual translation teaching practices, Inclusion, Diversity and Innovation in Translation Education places a novel emphasis on equality, diversity and inclusion (EDI) synergising the latest research advancements in EDI and translation curricula.

The contributors revisit how languages and translation are currently taught and explore the relevance of EDI values from an interdisciplinary perspective. The chapters contain proposals of best teaching practices and teacher training guidance alongside examples of research-led teaching scenarios. There is a twofold rationale behind this volume: firstly, identifying links between literary and audiovisual translation teaching practices, which often demand great creativity inside and outside the classroom; and, secondly, placing greater emphasis on EDI-focused methods and themes. Following this approach, readers are invited to consider pressing societal issues such as (media) accessibility, intersectionality, LGBTQI+ and race, among others, and to embed them in their language and translation teaching practices.

Praise for Inclusion, Diversity and Innovation in Translation Education

‘This collection brings together a diverse group of scholars of various identities and backgrounds to provide us with invaluable lessons on how to increase a sense of belonging in university classrooms, especially among minoritised students. An inspiring and empowering archive of justice-oriented translation pedagogies.’

Emek Ergun, University of North Carolina at Charlotte

‘A topical and thorough manual for academics, instructors, professional translators and apprentices who will gain a critical insight into the need to develop competences about EDI during the educational years.’

Marcella De Marco, London Metropolitan University

‘A rich, kaleidoscopic collection that breathes life into EDI by weaving technological advances, intersectionality, accessibility and social justice into audio-visual and literary translation classrooms.’

Şebnem Susam-Saraeva, University of Edinburgh