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Corrius, Montse, De Marco, Marcella and Espasa, Eva (2016) Situated learning and situated knowledge: gender, translating audiovisual adverts and professional responsibility. The Interpreter and Translator Trainer, 10 (1). pp. 59-75. ISSN 1750-399X
This article is aimed at building bridges between translation studies and gender studies: we relate the concept of ‘situated learning’ in translation, as a context-dependent approach through which learners are exposed to real-life tasks, to the concept of ‘situated knowledges’ from a feminist perspective. These concepts inspire our teaching in that the curricular design of our courses is driven by contextual factors and professional demands, not by what students should know objectively. This article explores the varied situated knowledge of students, trainers and professionals as regards gender and professional priorities, as well as the way in which professional responsibility is perceived. We examine students’ and professionals’ attitudes to gender in advertising, through their responses to a questionnaire. The main results show partial agreement about the responsibility translators and advertisers have in the (re)production of gender stereotypes, and an agreement about the importance of including professional and ethical issues in education. This underpins the need to develop tailored gender-related activities across the curricula of translation and advertising courses. Our aim is to show that the concept of situatedness can contribute to the redefinition of syllabus design, the identification of pedagogical goals and task planning.
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