Fighting the BIPOC Awarding Gap: Decolonising Translation in Higher Education

• Mazal Oaknin ^[1] ; Alejandro Bolanos García-Escribano ^[1] ; Marga Navarrete ^[1]
  1. [1] University College London

     University College London

     Reino Unido

     
• Localización: Alfinge: revista de filología, ISSN 0213-1854, Nº 35, 2023, págs. 66-87
• Idioma: inglés
• DOI: 10.21071/arf.v35i.16370
• Títulos paralelos:
  • Contra la brecha de minoría étnica: descolonizando la enseñanza de la traducción en la universidad
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo informa sobre un proyecto titulado “Tackling the BIPOC Awarding Gap” (2022-2025), cuyo objetivo es fomentar prácticas de formación docente que mejoren la diversidad en los entornos de aprendizaje de idiomas y abordar la brecha académica que afecta a los estudiantes de minoríasétnicas, un problema aún acuciante en la mayoría de las universidades británicas según Advance HE(2021). Este artículo describecómo nuestro proyecto colaborativo trata de compensarla brecha académica de minoría étnicaabordándoladesde cuatro ángulos principales: 1) colaboración entre estudiantes y profesores; 2) formación docente; 3) remodelación y descolonización de los programas de estudio de traducción; y 4) el establecimiento de una red de apoyo. En particular, nos centraremos en los principales desafíos, lecciones aprendidas y ejemplos de mejores prácticas que se derivan del primer año de este proyecto.

  • English

    This article reports on a project entitled “Tackling the BIPOC Awarding Gap” (2022-2025), whose aim is to foster teacher training practices that enhance diversity in language learning environments and tackle the awarding gap experienced by BAME (Black, Asian and Minority Ethnic) aka BIPOC (Black, Indigenous and People of Colour) students. According to Advance HE (2021), the difficulties experienced by BAME-BIPOC students to achieve higher marks remain a patent reality in mostof today’s higher-education institutions in the UK. This paper describes how our collaborative project endeavours to tackle the BAME-BIPOC awarding gap from four main angles: 1) student-teacher collaboration; 2) teacher training; 3) redevelopment and decolonisation of practical translation syllabi; and 4) the establishment of a support network. In this paper, the focus is put on the main challenges, lessons learnt and examples of best practices stemming from the first year of this project.

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