Posts featuring Itō Hiromi

Louisiana Literature Festival: Portraits of Language in the Flux of Loss

August 28, 2023  |  in Dispatches, Essays  |  by Michelle Chan Schmidt

Just beyond the white backdrop of the stage, a multiplicity of silent, unspoken languages lingers.

From August 17 to 20, the Louisiana Museum of Modern Art in Zealand, Denmark, hosted the twelfth edition of the annual Louisiana Literature Festival. Since 2010, on the lawns parenthesized between Louisiana’s wings and the Øresund Strait, authors from around the world—including Adonis, César Aira, Olga Tokarczuk, László Krasznahorkai, Mariana Enríquez, and Itō Hiromi—have participated in readings, interviews, and conversations. The festival has also regularly hosted the most exciting names in Danish literature, such as Naja Marie Aidt, Dorthe Nors, and Signe Gjessing. This year, Asymptote’s Assistant Editor Michelle Chan Schmidt was in attendance, and reports now on the festival’s fascinating intersections, discussions, and performances. 

The Louisiana Literature Festival has no theme, and as such, widely varying discussions of language and writing recur across the four days. In this year’s line-up of forty authors, sixteen write in languages other than Danish. Most of them are authors of English or Swedish, and thus there are only a few individuals representing other languages: Haruki Murakami in Japanese, Constance Debré in French, Claudia Durastanti in Italian, Eva Menasse in German, Camila Sosa Villada in Spanish, and Fríða Ísberg and Auður Ava Ólafsdóttir in Icelandic. Despite the limitations of this Euro-heavy selection, the festival’s vibrant dialogues present studies across language—including that of signs, of family, and of binaries in societies marked by syntaxes that divide rather than combine. In an interview, the Irish English-language writer Claire Keegan says that “narrative feeds on loss,” and this idea of loss feeds back across the festival’s symphony of languages in conversation.

Icelandic:

During an interview with her Danish translator, Erik Skyum-Nielsen, Auður Ava Ólafsdóttir states that her favorite childhood books were dictionaries. Each letter was a new chapter in a book of thirty-two chapters—a history of a language “in the margins” of global literature. Writers like Ólafsdóttir and Fríða Ísberg, as well as their translators across most European languages (with the addition of Arabic and Turkish in the case of Ísberg’s novel, The Mark), are instrumental in not only the continuance of Icelandic literature, but also in diversifying Icelandic modes of expression in a language anchored in the legacy of the sagas.

READ MORE…

To Learn the Wider World: The Summer 2021 Educator’s Guide

August 2, 2021  |  in Asymptote for Educators  |  by Anna Rumsby, Katarzyna Bartoszyńska, Kent Kosack, and Mary Hillis

Stories set in other places and cultures, written in different languages, widen the world; I try to bring that feeling into the classroom.

Since its inception in 2016, the Educational Arm has developed instructional materials to accompany select pieces from the nonfiction, fiction, poetry, drama, and visual sections of each issue of Asymptote. Now with twenty Educator’s Guides in our archive, and over one hundred lesson plans based on translations from over fifty different languages, teachers can truly experience the world with their students. We encourage educators to explore the myriad of ways Asymptote content can be adapted and used in their curriculums; most lessons can be readily applied in literature courses at the high school or university level, but are also flexible enough to be adapted for a variety of humanities classes such as English, creative writing, cultural studies, and modern languages. They can also be easily applied to engage lifelong learners at community centers or arts organizations.

The Summer 2021 Educator’s Guide features lesson plans based on a diverse array of texts from the latest issue of Asymptote, including nonfiction translated from Czech and Spanish, poetry from Brazil and Iceland, and visual art inspired by China and the U.S. In these lessons, students are invited to observe urban life through the lens of psychogeography; explore the multifaceted relationship between art, memory, and cultural identity; research poets and critically examine the concept of literary canon; and delve into the translation process while reflecting on their own experiences reading works in translation. We hope that the Educator’s Guide will serve as a springboard for the use of world literature in your own classroom.

In this following roundtable, four members of the Educational Arm—representing a variety of teaching contexts—sit down for a discussion about the Educator’s Guide. Anna Rumsby (English language teaching, U.K./Germany), Mary Hillis (English language teaching, Japan), Kent Kosack (creative writing, U.S.), and Kasia Bartoszynska (literature, U.S.) discuss their favorite lessons from previous Educator’s Guides—why they chose the pieces in question, how they adapted them, with additional discourse on teaching through the pandemic and the importance of reading world literature.

Mary Hillis (MH): How does translated literature fit into your teaching practice? Have you taught any lessons from the Educator’s Guide, or do you have any favorite lessons from previous guides?

Anna Rumsby (AR): I teach English to German speakers; most of my lessons revolve around the German school system, and therefore involve rather more pedestrian areas such as grammar and traditional style essays. As a relatively new addition to the Education Arm, I was deeply impressed and invigorated by the creative freedoms we enjoy in producing the incredibly unique material at hand, working from some incredibly talented authors and translators. It definitely highlighted what had sometimes been lacking for me in my other work. I suppose that, in a way, working on the Educator’s Guide means I can design lessons which I would love to teach, rather than those I teach day to day.

In the Fall 2020 Educator’s Guide, I was particularly struck by the lesson plan called “Writing About What is Lost,” on “Living Trees and Dying Trees” by Itō Hiromi, translated by Jon L. Pitt. I am a great lover of both folklore and the botanical world; my MA dissertation involves a lot of Black Forest folklore, and my partner is a gardener, so the exercise on the importance and meaning of trees in Japanese culture really struck me. It reminded me of strolling through botanical gardens in the pre-COVID age, being told the Latin names and significance of all the trees I pointed at. I love how the lesson plan uses Itō Hiromi’s work as a springboard for further research, which in turn explores specific topics in more depth.

Kent Kosack (KK): I’m glad you mentioned “Writing about What is Lost.” It’s a great example of what teaching world literature and literary translation can do—letting the students explore a different place, a culture or sensibility, and using it to learn more about the wider world. By the end of the lesson, they’re making connections to their own lives and—in this case—reflecting on what’s been lost. It’s difficult work, but especially during this pandemic, necessary and potentially cathartic.  READ MORE…

Beyond Human Subjectivity: An Interview with Jon Pitt

December 2, 2020  |  in Interviews  |  by Mary Hillis

There’s a kind of alchemy in the act of translation, especially with writers like Itō who explore the in-between spaces of cultures and language.

Itō Hiromi is one of the most well-known figures in contemporary Japanese literature, having made her mark with sensational and unabashed poetry, widely ranging essays, and award-winning novellas. In the essay published in our Fall 2020 issue, “Living Trees and Dying Trees,” she brings the reader from California to Kumamoto and back again, observing the changes of her life and nature in tandem—the distinction of which are rendered, at times, indistinguishable.

The most recent edition of the Asymptote Educator’s Guide features a lesson plan for “Living Trees and Dying Trees,” which encourages students to engage with this work in distinguishing intercultural patterns, identifying literary forms, and discussing translation and migration. Educator’s Guides are published alongside each issue of Asymptote, and include teaching ideas for educators who want to bring world literature to their classrooms; each Asymptote piece introduced in the guide is accompanied with contextual information. possible discussion questions, and writing prompts.

Jon Pitt, the translator of “Living Trees and Dying Trees,” is a professor of Japanese Environmental Humanities, and has long studied the intersections between literature and ecology. In the following interview, Asymptote Educational Arm Assistant Mary Hillis speaks with him about the resonances of environmentalism and migration in both Itō’s work and Japanese literature overall, as well as the increasing entwinement between ecology and art in the Anthropocene.

Mary Hillis (MH): I understand that in addition to working on a translation of Itō Hiromi’s Kodama Kusadama (Tree Sprits Grass Spirits), from which “Living Trees and Dying Trees” is excerpted, you are a professor of environmental humanities. How did you initially become interested in the environmental humanities? And how does this field relate specifically to Japanese literature, film, and sound?

Jon Pitt (JP): I became interested in the environmental humanities while I was pursuing my Ph.D. I entered graduate school with the intention of researching representations of city life in Japanese literature, but along the way I discovered that representations of the “natural” were just as compelling and complex. I started thinking about trees and how they appeared in so many of the novels I was reading, wondering what would happen if I took them seriously—as more than mere scenery or background to human action. When reading scientific texts about trees and forests, it struck me how new readings of literature might be possible if put into dialogue with scientific writing. I gradually learned that this kind of interdisciplinary approach was one of the key tenants of the environmental humanities, and that there was a growing number of scholars looking for ways to approach the study of literature or film by decentralizing the human.

Engaging with Japanese literature (or film or sound media) through an environmental lens helps address a paradox that many critics have pointed out over the years: namely that there exists a persistent myth of Japanese culture stemming from a unique, “harmonious,” relationship to the natural world, in spite of serious environmental degradation and resource extraction that stretches back centuries. How can both of these things be true? How have artists helped to promote a certain relationship with nature that may hide darker histories of violence against the natural world? I think the environmental humanities help us better understand these kinds of questions.  READ MORE…