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CFP: Translation Networks in the Decolonising World, 1950s–1970s
Translation Networks in the Decolonising World, 1950s–1970sKing's College, University of Cambridge | 24–25 April 2026
The 1950s to the 1970s was a transformative period marked by anticolonial struggles, national independences, and non-aligned solidarities across Africa, Asia, and Latin America. These groundbreaking political shifts went hand-in-hand with profound cultural and ideological exchanges across continents. Central to these exchanges were translation networks—dynamic, often informal systems through which ideas filtered across linguistic and national boundaries. These networks not only facilitated the dissemination of anticolonial and more broadly revolutionary thought, but also helped forge new identities and solidarities in a bipolarised world. From clandestine literature, revolutionary manifestos, political speeches, to broadcasting and print journalism, translation operated as an essential tool for decolonisation. Yet, despite their significance, these translation networks remain underexplored. This conference seeks to shed light on the multifaceted role of translation in the decolonising world between the 1950s and 1970s. It seeks to examine how translation—whether cultural or linguistic, diplomatic or political—served as a bridge for ideas, theories, and strategies that fueled anticolonial struggles, fostered regional solidarities, and contributed to the dissemination of counterhegemonic discourses. This conference seeks to redress narratives that often overlook translation’s role in shaping political and cultural transformation by foregrounding the networks of translation that enabled dialogue between communities, intellectuals, and revolutionary movements. It aims to explore how translation practices facilitated the circulation of anti-colonial ideas, shaped notions of identity and sovereignty, and influenced the formation of new political and cultural realities in the decolonising world.
We invite proposals for papers of relevance to the subject of the conference, which might include considerations of:
The role of translation in the dissemination of anticolonial thought;
The translation of revolutionary texts (e.g., manifestos, poetry, political speeches, print journalism) as well as oral traditions and indigenous knowledge that supported anticolonial narratives;
The role of translation as a tool for transnational and transcontinental solidarity;
The role of transnational and transcontinental alliances (e.g., the Non-Aligned Movement) in facilitating ideological exchanges and collaborations;
The role of translation in national, transnational, and transcontinental conferences, festivals, and organisations;
The translation and/or adaptation, reinterpretation, and dissemination of Afro-Asianism, Marxism, nationalism, Pan-Africanism, and/or Pan-Arabism;
The influence of radio, print, and emerging broadcasting or recording technologies in spreading anticolonial ideas in translation;
The role and agency of individual translators in establishing transnational and transcontinental connections;
Comparative perspectives on the intersection of translation and decolonisation in Africa, Asia, and Latin America.
The conference will be in-person at King’s College, University of Cambridge.
To submit a proposal, please include in one document the following information: proposals for 20-minute papers (300 words), paper title, and participant(s) biography (100 words).
Please submit proposals by e-mail to Georgia Nasseh (gsn25 [at] cam.ac.uk).
The deadline for submissions is 15 October 2025.
Contact Information
Dr Georgia NassehResearch Fellow in the Literatures of the Global SouthKing's College, University of Cambridge
Contact Email
gsn25@cam.ac.ukRead more: https://networks.h-net.org/group/announcements/20122618/cfp-translation-networks-decolonising-world-1950s-1970s
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Anne miller New vijayalaxmi santosh mhetre mali
Monday, Aug 25, 2025
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Here are some suggestions for practices that may be helpful for teachers working with a child with A
Here are some suggestions for practices that may be helpful for teachers working with a child with ADHD.
A student with ADHD can present unique challenges in the classroom. Inattention, hyperactivity, or impulsivity can be the source of frustration, but there are ways teachers can help students with ADHD to improve the educational experience and control the symptoms of the disorder.
It is important for teachers to be aware of coexisting conditions such as learning disabilities, as well as reinforcing the importance of classroom and instructional structure.
The following are tips for teachers:
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ADHD Students and Best Practices
The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a
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Users with low vision who view content under magnification will be better able to view content on ho
The intent of this condition is to ensure that additional content which may appear on hover of a target may also be hovered itself. Content which appears on hover can be difficult or impossible to perceive if a user is required to keep their mouse pointer over the trigger. When the added content is large, magnified views may mean that the user needs to scroll or pan to completely view it, which is impossible unless the user is able to move their pointer off the trigger without the additional content disappearing.
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ADHD is one of the most common neurodevelopmental disorders of childhood. Symptoms start in childhood and often last into adulthood.Identifying signs and symptoms of ADHD can help lead to a diagnosis, which is a process with several steps.Treatment can involve a combination of behavior therapy and medication.
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Global Leadership Sumit
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Culture in African History: Challenges and Potentials for Research
Technology and Material Culture in African History:Challenges and Potentials for Research and Teaching
An international conference, Dar es Salaam, Tanzania, January 4 – 8, 2023
Call for Papers and Roundtables
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Playlist: Students with ADHD
Playlist: Students with ADHD
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
PRIMER: What is Attention Deficit Hyperactivity Disorder? - ADDED
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet
Primer text from The College of William & Mary
ADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics.
Predominantly inattentive type.The student may:
o submit inaccurate or incomplete work,o have difficulty attending to conversations, activities, or tasks,
o be easily distracted,
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Vijayalaxmi Santosh Mhetre
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U.S. Embassy Bamako Public Diplomacy Annual Program Statement
Introduction
PAS Bamako invites proposals for projects that strengthen ties between the United States and Mali by promoting bilateral cooperation and highlighting shared values and shared interests. All programs must advance one of the key priorities listed below and must promote an element of American culture or have a connection with American expert/s, organization/s, or institution/s in a specific field that will promote increased ties between the United States and Mali and foster understanding of U.S. policies and perspectives. The PAS Small Grants program is NOT a vehicle to fund development projects, nor can these grants be used to support for-profit entities.
Examples of PAS Small Grants Program projects include, but are not limited to:
Artistic and cultural workshops, joint performances, and exhibitions
Academic and professional lectures, seminars, and speaker programs
Cultural heritage conservation and preservation programs
Civic engagement and social activism programs
Key Priority Areas and Audiences
The purpose of projects funded under the annual program statement is to strengthen ties between Americans and Malians as we work together to make progress toward the goals outlined below.
Strengthening independent media and fighting disinformation through media literacy, training and other engagement;
Reinforcing existing Sister City relationships or other relationships between U.S. and Malian institutions (e.g. universities or museums)
Ensuring participation of citizens, especially women and youth,
in the democratic process;
Fostering economic growth and entrepreneurship;
By:
Anne miller New vijayalaxmi santosh mhetre mali
Friday, Dec 24, 2021
YOUTH EMPOWERMENT
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Students with ADHD
Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics.
By:
Anne miller New vijayalaxmi santosh mhetre mali
Wednesday, Dec 22, 2021
YOUTH EMPOWERMENT
+2
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