ES EN FR PT

CITI Lima 2020

III Congreso Internacional de Traductores e Intérpretes

2 y 3 de mayo de 2020, Lima, Perú

Ponente

Bringing Indigenous Values to Teaching Terminology in a Translation Program
Philippe CaignonConcordia University (Canadá)
Dr. Philippe Caignon is a full professor of terminology and translation at Concordia University. He is the Academic Director of the Center for Teaching and Learning of Concordia University. He is also a Certified Terminologist and Translator by the Ordre des Traducteurs, Terminologues et Interprètes du Québec (OTTIAQ), and Editor in Chief of Circuit Magazine, published by OTTIAQ. Philippe Caignon was awarded the 3M National Teaching Fellowship in 2014, and received the Alumni Award for Excellence in Teaching in 2017.
In 2008, the Canadian Government and the First Nations of Canada agreed to establish the Truth and Reconciliation Commission of Canada (TRC). They perceived the “truth telling and reconciliation process as part of an overall holistic and comprehensive response to the Indian Residential School legacy” as “a sincere indication and acknowledgement of the injustices and harms experienced by Aboriginal people and the need for continued healing.” (NCTR, 2015,http://nctr.ca/educators.php)
In June 2015, the TRC published a report including 94 Calls-to-Action, seven relating to education. The Government of Canada was thus called upon to improve education for Aboriginal peoples. In December of the same year, the work was transferred to the new National Centre for Truth and Reconciliation (NCTR). One of the mandates of this Centre is to support “educators in clearing a path of truth, enlightenment, social justice and reconciliation for our children now and in future generations” (NCTR, 2015, http://www.trc.ca/about-us/our-mandate.html).
As pedagogical cornerstones of Canadian Society, Canadian universities are taking steps to be more inclusive and respectful of Indigenous values. This is a key step in the transformation of teaching perspectives, strategies and methodologies, and in the education of students, faculty and staff. Of course, the challenge is to move from guidelines to action in programs and classrooms.
In this communication, I will explain the principles that guided my approach to include pedagogical Indigenous values in my terminology courses. I will emphasize the importance of humility (recognizing ignorance and seeking guidance from those who know) in this process, and present pedagogical Indigenous values as Donna Kahérakwas Goodleaf, Ed. D., Indigenous Curriculum & Pedagogy Advisor at Concordia University, described them.
Teaching terminology involves many active, collaborative, experiential and transformative learning strategies which harmoniously relate to Indigenous pedagogical values. Thus, we will examine strategies, methodologies, and instruments used to adapt my pedagogical practices - relating active and collaborative learning (students being mentally and physically involved in their individual and collective learning), to story-telling, creating an equal status among student-professor relations, and inspiring respect and discovery of the World around them through experiential and transformative pedagogies.
sábado, 02 de mayo de 2020, 14:30 - Sala 3
Ver todos los ponentes