Translingual Francophonie and the Limits of Translation proposes a novel theoretical lens for the study of translation as theme and practice in works by four translingual, francophone authors: Vassilis Alexakis, Chahdortt Djavann, Nancy Huston, and Andreï Makine. In particular, it argues that translation allows for the most productive encounter with otherness when it is practiced in its "estuarine" dimension. When two foreign bodies of water come into contact in an estuary, often a new environment is created at their shared border that does not, however, invalidate the distinctiveness (chemical, biological, geological etc.) of either fresh or sea water. Similarly, texts translated from one language to another, should ideally not transform into but rather relate to their new host’s linguistic and cultural codes in ways that account both for their undiluted strangeness and the missteps, gaps, and discontinuities, the challenging yet novel and productive articulations of relationality that proliferate at the border of the encounter.

Translingual Francophonie and the Limits of Translation proposes a novel theoretical lens for the study of translation as theme and practice in works by four translingual, francophone authors: Vassilis Alexakis, Chahdortt Djavann, Nancy Huston, and Andreï Makine. In particular, it argues that translation allows for the most productive encounter with otherness when it is practiced in its "estuarine" dimension. When two foreign bodies of water come into contact in an estuary, often a new environment is created at their shared border that does not, however, invalidate the distinctiveness (chemical, biological, geological etc.) of either fresh or sea water. Similarly, texts translated from one language to another, should ideally not transform into but rather relate to their new host's linguistic and cultural codes in ways that account both for their undiluted strangeness and the missteps, gaps, and discontinuities, the challenging yet novel and productive articulations of relationality that proliferate at the border of the encounter.

Children of Globalization is the first book-length exploration of contemporary Diasporic Coming-of-age Novels in the context of globalized and de facto multicultural societies. Diasporic Coming-of-age Novels subvert the horizon of expectations of the originating and archetypal form of the genre, the traditional Bildungsroman, which encompasses the works of Johann Wolfgang von Goethe, Charles Dickens, and Jane Austen, and illustrates middle-class, European, "enlightened," and overwhelmingly male protagonists who become accommodated citizens, workers, and spouses whom the readers should imitate. Conversely, Diasporic Coming-of-age Novels have manifold ways of defining youth and adulthood. The culturally-hybrid protagonists, often experiencing intersectional oppression due to their identities of race, gender, class, or sexuality, must negotiate what it means to become adults in their own families and social contexts, at times being undocumented or otherwise unable to access full citizenship, thus enabling complex and variegated formative processes that beg the questions of nationhood and belonging in increasingly globalized societies worldwide.

World War II in Contemporary German and Dutch Fiction: The Generation of Meta-Memory offers a comparative study of the construction of World War II memory in contemporary German, Flemish, and Dutch literature. More specifically, it investigates in what ways the large temporal distance to the historical events has impacted how literary writers from these three literatures have negotiated its meaning and form during the last decades. To that end, this book offers analyses of nine novels that demonstrate a pronounced reflexivity on the conditions of contemporary remembering. Rather than a dig for historical truth or a struggle with historical trauma, these novels reflect on the transmission, the narrative shapes, the formation processes, and the functions of World War II memory today, while asserting a self-conscious and often irreverent approach toward established mnemonic routines, practices, and rules. As the analyses show, this approach is equally articulated through the novels’ poetics, which are marked by a large formal diversity and a playfulness that highlights mnemonic agency, a posttraumatic positioning, and the ascendency of the literary over the historiographical. Based on these findings, this book proposes the emergence of a new paradigm within the postwar cultural assessment of World War II: the generation of meta-memory.

Beyond Collective Memory analyzes how two African places became icons of collective memory for certain publics, yet remain marginal to national and continental memory discourses. Thiaroye, a Senegalese location of colonial-era massacre, and District Six, a South African neighborhood destroyed under apartheid, have epitomized a shared "memory" of racist violence and resistant community. Analyzing diverse cultural texts surrounding both places, this book argues that the metaphor of collective memory has obscured the structural character of colonial and apartheid violence, and made it difficult to explore the complicit positions that structures of violence produce. In investigating the elisions of memory discourses, Beyond Collective Memory challenges the dominance of collective memory, and calls attention to the African pasts, metaphors, and imaginaries that exist beyond it.

This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.