by Candace Barrington
From the beginning of the Global Chaucers project, our various collaborators, Jonathan Hsy, and I have faced the issue of how to theorize our methodological practice. I had the opportunity to think non-stop about that issue last summer when I attended an NEH Institute, “The Centrality of Translation to the Humanities: New Interdisciplinary Scholarship,” at the University of Illinois, Urbana-Champaign. At the invitation of one of the institute leaders, Chris Higgins, a group of us wrote essays for a special issue of Educational Theory, “Translation and Cosmopolitan Humanism.”
My article, “Traveling Chaucer: Comparative Translation and Cosmopolitan Humanism,” presents a theorized methodology for how we approach the highly collaborative process of studying non-Anglophone translations of Chaucer’s The Canterbury Tales.
Equally important, this article effectively demonstrates the highly collaborative nature of the Global Chaucers project. In addition to the usual panoply of readers and auditors providing advice and reactions that writing any article entails, “Traveling Chaucer” depended upon extensive help from Nazmi Ağil (Chaucer’s Turkish translator) and Leyla Zidani-Eroglu (a colleague fluent in Turkish). Without their good will and expertise, the article would have been impossible. Furthermore, without similar good will and expertise from other translators and readers, the entire project would flounder. Thank you for all who have supported this project!
You can read the article here. Please remember that this is an electronic version of an article published in Educational Theory. Complete citation information for the final version of the paper, as published in the print edition of Educational Theory, is available on the Blackwell Synergy online delivery service, accessible via the journal’s website at http://www.blackwellpublishing.com/edth or http://www.blackwell-synergy.com.