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This article discusses the different ways in which some groups of educators are marginalized within the Canadian education system. The author draws on existing literature to examine how intersectionality in complex identities causes severe marginalization for Internationally Educated Teachers (IETs), especially female IETs. The author found ten strategies from Ryan's (2006) theory of social justice leadership to help school leaders to address teacher marginalization. [ABSTRACT FROM AUTHOR]

Following Homer's first great work, the Iliad, the Odyssey is the second oldest epic work forming the background of the Western literature. It recounts the adventures and misfortunes of Odysseus, the king of Ithaca, after the Trojan War, which lasted for ten years. Although the focus of the epic poem is on Odysseus himself, several female characters, including Penelope, leave an impact on him, add different shades to his story and mature him. Through various female characters, Homer indeed reflects admirable qualities of women in the patriarchal Greek tradition. There is also the depiction of women as unfaithful seductresses by male characters like Odysseus, Agamemnon, and Menelaus in the same tradition. Thus, this study aims to point out the two different approaches towards women in the Odyssey as a patriarchal work and analyse Homer's attitude through the depiction of women. [ABSTRACT FROM AUTHOR]

The article offers information on the annual IASIL Bibliography, serving as an overview of recent research in Irish literary studies, with a focus on Anglophone writing. Topics include the compilation by the International Association for the Study of Irish Literatures (IASIL) bibliography subcommittee, encompassing works in various languages such as Irish, Chinese, French, and more, providing a resource for scholars and students.

Several translations of the novel Ulysses by James Joyce exist in a variety of languages, even, recently, Chinese. It was published in 1922 and was thereupon translated to German, French, Polish, and Czech. One might be surprised to learn that three translations of the Irish novel have appeared in Brazilian Portuguese, with a fourth one planned to be published soon. Unfortunately, the circumstances and the translators behind these publications have scarcely been considered outside of Brazil. To discuss these historically ignored texts is to highlight a marginalized country’s perspective and contribution to Western literature. Thus, the main purpose of this article is to introduce to the reader these three translations and their characteristics through the analysis of the three Brazilian translations of the novel and their usage of polysemic words and vulgar language according to Lawrence Venuti’s concepts of domesticating and foreignizing translations. Analyzing such traits addresses current transnational concerns in the fields of modernism, postcolonial literature, and translation. A dialogue is brought to the forefront concerning possible connections and bridges the translators might have established between the two cultures and languages. This article also discusses whether the three translations could be considered minor literature according to Deleuze and Guattari’s definition of the term. [ABSTRACT FROM AUTHOR]

This study examines the meanings attributed to literature in language education by Finnish General Upper Secondary teachers of English as a Foreign Language. The study employs a phenomenological research design structured around the concepts of language education, literature and values in education. The phenomenological analysis examines five semi-structured interviews from teachers who have experience in including literature in their language education practice. The interviews were conducted both in person and over the phone and audio-recorded, transcribed and processed using qualitative data management software. The analysis showed that literature in language education was experienced as challenged, challenging, framed, a cultural phenomenon, a cultural practice, a path for cross-curricular collaboration, tool for learning and an opportunity for personal growth. The values transmitted through these meanings reflected a balancing act between acknowledging the value of literature for individuals' holistic growth and the value literature holds for language learning. The results suggest that literature in language education as a phenomenon is more than select texts and practices in a pedagogical setting. Furthermore, employing literature within the language education paradigm can narrow the gap between foreign language teaching and teaching literature, because both language education and teaching literature value the personal growth of the individual. [ABSTRACT FROM AUTHOR]

This article presents some reflections on the relationship between literature, history and religion in Late Antiquity, which are meant primarily as a response to Anna‐Katharina Rieger and Sarah A. Cramsey, but also takes into consideration some of the other articles in this special issue. [ABSTRACT FROM AUTHOR]

'Mentally vulnerable' young people are a strong focal point in public debate and policy in Denmark at present, and a variety of cultural activities are now being offered to them. Building on ethnographic fieldwork (April 2018-August 2019) with so-called mentally vulnerable young women (aged 18-36) who meet in literature reading groups, this article seeks to connect the reading group with the phenomenon of 'mental vulnerability', first through a review of the historical emergence and contemporary use of the term, and second by considering what (painful) experiences the term signifies for individuals belonging to this category. This contextualization involves a discussion of literature on the role of context in anthropological analyses. The article concludes with an empirical contradiction: the reading group provides a sanctuary from everyday demands for purposefulness and productivity, but it can also be used as a strategy for navigating such demands. [ABSTRACT FROM AUTHOR]

As she briefly notes, this delineation of Homer is reminiscent of Michel Foucault's "author-function": that "the name of an author is not precisely a proper name among others" but rather "points to the existence of certain groups of discourse and refers to the status of this discourse within a society and culture."[35] The "absent author" furthermore reaches forward again to Barthes: "To give a text an Author is to impose a limit on that text, to furnish it with a final signified, to close the writing" ("Author", 147). Stolen, mistaken, and confused identities weave their way through the "Eumaeus" episode of James Joyce's I Ulysses i : bodied forms of the lies and storytelling with which the episode is permeated.[1] A man spuriously named Lord John Corley mistakes Leopold Bloom for a friend of Blazes Boylan; the keeper of the cabman's shelter where much of the episode is set is "said to be the once famous Skin-the-Goat, Fitzharris, the invincible"; someone bears "a distant resemblance to Henry Campbell, the townclerk"; the story-telling and uncertainly named sailor D. B. Murphy transforms Simon Dedalus into a circus performer, and, when asked, Stephen Dedalus claims only to have "heard of him."[2] Though it is now rarely discussed in criticism, these malleable or questionable identities nudge at the unconscious Homeric roles played, for instance, by Bloom and Stephen, and further take their lead from the parallel episodes of the I Odyssey i . For the "Butler" of I The Authoress i (and Butler's other Homer-related writing) sees the author as the focus of literary scholarship: "art is only interesting in so far as it reveals an artist" intimates that this persona at least believes a "good reader" will be rewarded with a glimpse of the author (or an intimate knowledge and surety of her actions). [Extracted from the article]

Maggie O'Farrell's Hamnet (2020) is a reimagining of the death of Shakespeare's only son, and the existential havoc that the event causes in the protagonists' life. However, the title is slightly misleading because the novel's central character is Hamnet's enigmatic mother, Agnes Hathaway, better known as Anne. The narrative oscillates between two timelines: the present begins on the day the plague first afflicts Hamnet's twin sister Judith and soon after takes away the boy himself, a trauma that risks breaking both the family bonds and fragmenting the individual psyche. The past swings back to Agnes's meeting her future husband about 15 years earlier. Though Hamnet died of unknown causes, O'Farrell attributes it to the bubonic plague that raged throughout the country at the time with devastating consequences, an aspect of the story that is highly topical due to the Covid-19 pandemic. Hamnet is a text crossed by a number of deaths, both in the family of the dramatist and of his wife. As such, it is argued, the novel explores various forms of risk: physical, psychological and emotional. At the same time, it examines the different strategies that the human psyche activates to heal its wounds. [ABSTRACT FROM AUTHOR]

In this unique book, Eisner investigates the wide breadth of editions of Dante Alighieri's I Vita nuova i , itself a highly unique book in which the medieval Italian poet intersperses previously written poems with prose commentary to create an overarching narrative. Toward the beginning of I Vita nuova i , Dante refers to the ' I libro de la mia memoria i ' ("book of my memory"), as if the contents of his memory are somehow written out like a "book". But a book like Eisner's should correct that lack of attention if it is to integrate Dante's original enterprise in composing I Vita nuova i with the variegated interpretations of it that have emerged through the centuries. [Extracted from the article]