Episode #0 of the new podcast, Structures of Interaction, in which Steph, Lindsey and Fugu talk about racial and cultural preconceptions getting in the way of efforts at social change.
Kent, Stephanie Jo and Kappen, Jeffrey A. “Interpreting and Translation.” In The International Encyclopedia of Organizational Communication. Craig R. Scott and Laurie Lewis (General Editors), Jim Barker, Joann Keyton, Tim Kuhn, and Paaige Turner (Associate Editors). © 2017 John Wiley & Sons, Inc. Published 2017 by John Wiley & Sons Inc.
S.J. Kent, R. Sibii and A.R. Napoleone. “Checkpoint: Turning Discourse into Dialogue”, in Examining Education, Media, and Dialogue under Occupation: The Case of Palestine and Israel. Critical Language and Literacy Studies
This book is an in-depth examination of education and media under occupation. The contributors to this volume engage dialogue to explore these domains and their roles and functioning under occupation while keeping an eye toward resolution, using the on-going conflict between Palestine and Israel as the focus. The uniqueness of this collection is not limited to the willingness of its authors to investigate topics that have often been left out of the mainstream, but that they actually enter into dialogue with one another. Education and media are exemplified as domains that can either maintain the status quo of oppression when used by policymakers and governments to do so or can be utilized as mechanisms for change and peacemaking. These contradictory roles are highlighted throughout this book by multiple voices.
Kent, Stephanie Jo. Awakening Interpretation: Broadway Sets the Stage for Linguistic Equality. Street Leverage, June 2016. Reprinted in Auslan Stage Left, June 2016.
Stephanie Jo Kent explores how Deaf West Theatre’s ground-breaking production of Spring Awakening cast a spotlight on the challenges and possibilities of sign language interpretation.
Kent, Stephanie Jo. Sign Language Interpreting’s Long Adolescence. Street Leverage, December 2015.
The field of sign language interpreting has the opportunity to leave organizational adolescence behind. By connecting their emotions to the challenging tasks ahead, interpreters can foster growth and move the field to the next level.
UmassAmherst Com397CE: Using Interpreters for Intercultural Communication and Other Purposes is a 3-credit Communication course, open enrollment, taught fully online by Stephanie Jo Kent, CI, PhD in Spring 2016. Spring classes at UMassAmherst run January 19 – April 27. Learn how to register for classes and ENROLL NOW!
Larose, Alyssa; Smith, Pat; Kent, Stephanie Jo; Neiderbach, Josiah; Ratte, Catherine; Erichetto, Lindsay, and Maloy, Mark. Western Massachusetts Emergency Communication Strategies (2012). Available for download at http://wrhsac.org/resources/resource-documents/
Kent, Stephanie Jo. (2012). Homolingualism and the Interaction Taboo: Simultaneous Interpreting in the European Public Sphere. In The European Public Sphere – From critical thinking to responsible action. Luciano Morganti and Léonce Bekemans (Eds.) in the “Multiple Europes” series from P.I.E Peter Lang S.A. Editions scientifiques internationales, Brussels.
This case study presents conference-style simultaneous interpretation in the European Parliament as a dynamic microcosm for communicating Europe. In the enlarged EP, the regime of controlled multilingualism has been challenged by an emergent pluralingualism in which Members use multiple and mixed languages in addition to the services of simultaneous interpreters. This marks a temporal and paradigmatic shift in the larger game of languages in the European public sphere. First, ritual effects of jockeying for voice through the use of pluralingual communication skills establishes co-identification among the Members while also revealing the power of simultaneous interpretation (SI) to alleviate status inequality by leveling linguistic difference. Second, discourses of and about SI, language policy, and communication policy participate in an interaction taboo by overemphasizing information and technology. This reduces communication to one dimension—the transmission of information in space—by minimizing the relationship and identity effects of communication in the unfolding of time. This artificial separation of information from the social interaction of human beings is also evident in strategic planning about communicating Europe. The findings suggest that institutional inertia in communicating Europe can be altered by making SI a common resource for the pluralingual development of everyone who lives in the European Union.
iCORE innovative & creative opportunities for research and education
Conference of Interpreter Trainers Annual Conference, Pre-Conference Workshop
17 October 2012
Simultaneous interpretation is co-constructed activity with consequences for human society in the dimensions of culture (time) and equality (control). This workshop explores the possibilities and limits of paradigm shift from information-based to relationship-centered professional practices of interpreting, using a combination of critical lecture and experiential conversation.
with Evangelina Holvino and James Cumming of Chaos Management, LTD
Expanding Conversations about Social Justice in Education: Exploring Possibilities and Tensions
2nd Forum of the Social Justice in Education Initiative
University of Massachusetts Amherst
April 20, 2012
Our poster presents a summary of our thinking applying the concept of simultaneity to help students and teachers bring their multiple selves to enhance the learning task. Holvino’s theory of simultaneity (2010) views identities as multiple, interacting and continuously shaped by the simultaneous organizational and societal processes of race, gender, class, sexuality, ethnicity and nation, among other social differences.
Having multiple selves means learning how to accept the resulting ambiguities and contradictions in learning together. It means that interactions are frequently marked by something we call “problematic moments.” These are rich sites for understanding how people are impeded or enabled to enact simultaneity. They are also moments when an intervention has the most potential for engaging justly with differences, changing the conversation and its outcomes. We will explore how to enhance such outcomes.