“Djinn, however, are a different kind of supernatural entity. Unlike ghosts, they are not remnants of a past that we presume dead, but live lives parallel to ours.”Continue Reading
“In a course with limited time to discuss reader perspectives and biases, I prefer to focus on the act of translation.”Continue Reading
“The goal of this course was to help students recognize these voices as important sources of social and intellectual history, and hence the choice to use non-fictional texts, which lend themselves to historical interpretation more easily.”Continue Reading
“In the ‘Narrating Conflicts’ course, we think a lot about calls to empathy and how different experiments with form are trying to engage their readers / viewers / players.”Continue Reading
ArabLit’s ongoing series on Teaching with Arabic Literature in Translation continues with a conversation between ArabLit’s editor and Shadi Rohana, who teaches “Literatura árabe moderna” and “Literatura árabe moderna II: literatura testimonial femenina” at El Colegio de Mexico. Continue Reading
“With the course’s title, I’ve offered students three huge categories that can be endlessly debated. On our first day of class, I put “Arab,” “Literary,” and “Travel” up on separate sections of the board.”Continue Reading
“Iraq is just one example, but there are so many corners of this thing we call ‘Arabic Literature’ that are worthy of more attention than they get. I hope that we will see more of this literature make its way into university reading lists.”Continue Reading
“I must say, I’ve never taught a course on Moroccan literature, until now, because I felt there hasn’t been enough work available. I feel like I’m now ready to start thinking about such a course.”Continue Reading
“Other labels we pick apart are ‘Literature of Resistance’ and ‘Poets of the South in Lebanon’ as examples of this labeling process that is motivated by extra-literary imperatives.”Continue Reading
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