Gender blindness and critical thinking in the degree of Translation and Interpreting—student perceptions and implications for curriculum development

Authors

  • Gora Zaragoza Ninet Departamento de Filología Inglesa y Alemana, Facultad de Filología, Traducción y Comunicación, Universitat de València
  • Robert Martínez-Carrasco Departamento de Traducción y Comunicación, Facultad de Ciencias Humanas y Sociales, Universitat Jaume I

DOI:

https://doi.org/10.7764/onomazein.57.01

Keywords:

gender bias, critical pedagogy, translation education, VOICED

Abstract

This paper addresses the need to foster critical thinking skills through a gender perspective in the Translation and Interpretation curricula in Spain. Taking as an example the degree in Translation and Interlinguistic Mediation at the University of Valencia, the need to address translation education taking into account the gender bias present in texts, discourses and professional assignments of future translation graduates is examined. Through the VOICED innovation project, a classroom experience is presented focusing on the development of gender awareness in the translation classroom. The project addresses translators’ self-concept and enhances their ability to make conscious decisions about the linguistic and discursive strategies that may, or may not, perpetuate power asymmetries in society. The results of the project and the students’ perceptions are also presented, which show both the poor education they have received so far in the field of gender and their willingness to incorporate a gender perspective into translation education.

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Published

2022-11-07

How to Cite

Zaragoza Ninet, G., & Martínez-Carrasco, R. (2022). Gender blindness and critical thinking in the degree of Translation and Interpreting—student perceptions and implications for curriculum development. Onomázein, (57), 01–20. https://doi.org/10.7764/onomazein.57.01

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Section

Articles