Posts featuring Shamma Al Bastaki

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…

Transporting Poetry Across Borders: On Teaching Ethnographic Poetry in Japan

June 12, 2019  |  in Asymptote for Educators  |  by Mary Hillis

With its multiple writing systems, Japanese seemed to lend itself particularly well to the task of writing multilingual poems.

Educator’s Guides are published alongside each issue of Asymptote and include detailed lesson plans that can be used with students of literature, language, or writing. The Asymptote website has additional audiovisual materials, translator and author bios, and works in the original language, making it a valuable educational resource. The most recent issue of the Educator’s Guide can be found on the Asymptote for Educators page.

This article describes the lesson plan Language in Transit: Understanding Ethnographic Poetry from the Asymptote Summer 2018 Educator’s Guide. The piece, from House to House, consists of two poems, “House to House” and “Barjeel,” both of which were written and translated by Shamma Al Bastaki. These poems are part of her undergraduate senior project based on interviews she conducted with people living in the United Arab Emirates. Although she has translated the poems into English, some words or phrases are transliterated, while others are left untranslated and remain in the original languages. From the translator’s note, we discover more about the role of language in the piece:

. . . it is a project about language: language in translation, language as bearer of meaning and medium for story telling, language as a catalyzer of communion and communication, language as sound and a series of phonetics, and language as physical material, existent for its own sake.

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Blog Editors’ Highlights: Summer 2018

July 23, 2018  |  in Dispatches, News  |  by Chloe Lim, Ilker Hepkaner, and Sarah Booker

Our blog editors pick their favorite pieces from the Summer 2018 issue!

Here at the blog, we continue to be amazed by the breadth of the material featured every quarter at Asymptote. From our multilingual special feature to the urgent work of Lebanese artist Mounira Al Solh, who wanted to “recollect. . . Syria through the stories of the people,” and to “live its diversity,” our Summer 2018 issue again proves that incredibly groundbreaking material is being produced far from the centers of Anglo-American literary dominance. Gathering new work from thirty-one countries, this bountiful issue, also our milestone thirtieth, unfolds under the sign of the traveler “looking for [himself] in places [he doesn’t] recognize” (Antonin Artaud). Highlights include pioneer of modern Chinese poetry Duo Duo, Anita Raja on Christa Wolf, and rising Argentinian star Pablo Ottonello in a new translation by the great Jennifer Croft. Today, the blog editors share our favorite pieces from the new issue, highlighting the diversity of cultures, languages, and literary style represented. Happy reading! 

Perhaps because of my fascination with multilingual writing and the languages of mixed cultures, I was immediately drawn to the multilingual writing special feature in this issue of the journal. Shamma Al Bastaki’s “from House to House | بيت لبيت” in particular dazzles with its polyphonic quality.

Bastaki’s three poems (“House to House,” “Clay II,” and “Barjeel”) refuse singularity, whether in terms of form, language, or register. Different voices call out from the text of each poem and are brilliantly rendered alongside an audio clip of sounds from interviews conducted by Bastaki herself. (I would recommend listening to the clips before or during your reading of the piece!) The poems are inspired by and based on the oral narratives of the peoples of the Dubai Creek, but speak also to a modern global phenomenon of language mixing and syntax shifting that many around the world will relate to. I enjoyed what Bastaki terms “severe enjambments”—defamiliarizing what is otherwise standard English syntax, creating an instructive experience for native speakers.

Form and language aside, “from House to House” in particular reminded me of the communal nature of colloquial language—the speech that we are most familiar with in our daily lives, and that which we use with our families. To present them in poetry is an attempt to memorialize what is so near and dear to us. The context of Eid is especially well suited to this project, and to the issue’s timing as a whole, in celebration of Eid just past in June. “Barjeel” on the other hand, reminds me of poetry looking back on childhood (Thomas Hood’s “I Remember, I Remember” comes to mind) and on the things that seemed so big then. The Emirati influences and polyphony of “Barjeel” take that idea and renew it—demonstrating how reflection often is not a solipsistic affair, but very often one that takes place with family, parents telling children of their childhood pasts.

—Chloe Lim

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