“When I finally heard my own voice”

Dialogical Articulations of Self-making When Moving out of Islam in the Netherlands

Maria Vliek

And that’s when I fell off my [faith]. (…) But it took about a year before I could admit [that] to myself (…) I did not dare say it to myself. Because I was afraid that I might be wrong: (…) “am I going in the wrong direction? Is this my voice? Or perhaps this is the devil whispering this in my ear

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Margalit Finkelberg

In The Gatekeeper: Narrative Voice in Plato’s Dialogues Margalit Finkelberg offers the first narratological analysis of all of Plato’s transmitted dialogues. The book explores the dialogues as works of literary fiction, giving special emphasis to such topics as narrative levels, focalization, narrative frame, and metalepsis.


The main conclusion of the book is that in Plato the plurality of the speakers’ opinions is not accompanied by a plurality of points of view. Only one perspective is available, that of the narrator. Contrary to the widespread view, Plato’s dialogues cannot be considered multivocal, or “dialogic” in Bakhtin’s sense. By skillful use of narrative voice, Plato unobtrusively regulates the readers’ reception and response. The narrator is the dialogue’s gatekeeper, a filter whose main function is to control how the dialogue is received by the reader by sustaining a certain perspective of it.

Clare Mumford

Research in the field of organisation and management studies has primarily framed silence as a phenomenon associated with information transmission - as a failure of one person to pass on informational content to another - and as something that should be addressed in order to be transformed. That is, scholars are trying, either explicitly or implicitly, to find ways to encourage employees to speak up to their colleagues or managers with their thoughts, concerns and suggestions, rather than to withhold them. However, I suggest that the debate in this field has developed in a way that has largely ignored the temporal and embodied aspects of silence - that is, where and when silence is generated, and how it is experienced. I argue in this chapter that it is useful to problematize and examine a little more closely what is meant by silence as a phenomenon of withholding experienced by an individual in the unfolding process of social life, and in particular to ask when a description of a conscious act of withholding becomes pertinent. Although a seminal paper by Pinder and Harlos proposed that silence was a dynamic process encompassing different feelings, thoughts and actions, the phenomenological implications of their paper have so far been left rather unexplored. If we pick up and continue their train of thought, to consider the lived experience and the temporality of withholding more thoroughly, we may eventually become able to unpack and better appreciate the dynamic and multidimensional nature of silence, and how silence is both generated and transformed into voice. I use examples from empirical ethnographic research to illustrate the argument.

San van Eersel, Peter Sleegers and Chris Hermans

2010. Abstract What opportunities are students offered to author themselves as religious persons in interreli- gious classroom communication? There are two conditions for authoring: (1) allowing for a variety of voices of religion, and (2) stimulating interaction between different voices of religion

Comparative and International Education: A Diversity of Voices aims to provide a comprehensive range of titles, making available to readers work from across the comparative and international education research community. Authors will represent as broad a range of voices as possible, from geographic, cultural and ideological standpoints. The editors are making a conscious effort to disseminate the work of newer scholars as well as that of well-established writers.
The series includes authored books and edited works focusing upon current issues and controversies in a field that is undergoing changes as profound as the geopolitical and economic forces that are reshaping our worlds.
The series aims to provide books which present new work, in which the range of methodologies associated with comparative education and international education are both exemplified and opened up for debate. As the series develops, it is intended that new writers from settings and locations not frequently part of the English language discourse will find a place in the list.

Elizabeth E. SHILLITO WALSER

RECOGNITION OF THE SOW'S VOICE BY NEONATAL PIGLETS by ELIZABETH E. SHILLITO WALSER1) (A.F.R.C. Institute of Animal Physiology, Babraham, Cambridge, CB2 4AT, England) (With 4 Figures) (Acc. 16-XII-1985) The vocalization of pigs has been well described by GRAUVOGEL (1958) and KILEY (1972), and

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Martien Brinkman

In A Reformed Voice in the Ecumemenical Discussion Martien E. Brinkman offers a critical account of the main international ecumenical developments of the last three decades. He delivers a sketch of the Reformed contribution to the ecumenical dialogues dealing with issues like contextuality, state-church relations, the ethical implications of baptism, the church as sacrament of the kingdom and apostolic tradition.

He pleas for a stronger non-Western input in the ecumenical discussions and emphasizes that in many contexts (Indonesia, India, China) the interreligious dialogue has become part of the inner-Christian dialogue. This study can be considered as a constructive contribution to the development of a hermeneutics of tradition and puts itself the critical question what is lost and found in translation.

Abdelkader Fassi Fehri

Holmberg ( 2005 ) discusses Rizzi’s (1986) view of pro, in which pro has (basically) no con- tent, but has to be ‘identifi ed’ by whatever features are on I/T. He then rejects it in favour of a Arabic Silent Pronouns, Person, and Voice 1 Abdelkader Fassi Fehri Mohammed V University Rabat, Morocco Abstract

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Edited by Elisabeth Bjørnestad and Janicke Heldal Stray

This volume represents the work of 12 authors, all of whom were or are working at the Department of Education at the University of Oslo. This volume aims to provide insights into the diversity of some of the research conducted during the last ten years in Norway, and to shed light on the diverse and broad field of education represented by various new voices from the Department. The contributions have in common that they represent what we can understand as Norwegian voices, at the same time they also show how Norwegian researchers are communicating with and contributing to the international field of educational research. The researchers contributing to this volume are all trained and skilled within a Norwegian tradition, and yet have a broad and international outlook.
Norway is a country built on social democratic values, safely situated in one of the northern most corners of the world. During the last ten years or so, the national educational system has been challenged and adjusted to be compatible with international educational trends and expectations. This has brought Norway one step closer to more internationalized and globalized educational approaches, which is clearly shown in this volume. The major themes in this volume serve to highlight this trend with a focus on issues such as achievement goals, motivation and innovation, digital tools and technology in education and new ways of teaching and learning, which include a focus on issues concerning diversity and democracy.
The editors and the authors have been collaborating since they first started out as PhD students roughly ten years ago. In this volume, the ambition is to bring together the expertise from this period, and to highlight the contribution to research conducted at the Institute. Elisabeth Bjørnestad lives and works in Oslo, where she is an Associate Professor in Teacher Education and Early Childhood Education and Care at Oslo and Akershus University College of Applied Sciences. Janicke Heldal Stray is also working and living in Oslo, and is an Associate Professor at the Norwegian School of Theology.
Nordic Education Focus.

The Double Voice of Her Desire

Texts by Fokkelien van Dijk-Hemmes

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J J. Bekkenkam

To the attentive listener, women’s texts speak with a “double voice.” Women are quite capable of telling a conventional story, reflecting the expectations of the dominant culture. However, at the same time they tell their own, muted story. Such stories are fragments of resistance, and anyone who has experience of living on the margins can track them down. Such was the view of Fokkelien van Dijk-Hemmes (1943-1994).

This is a comprehensive collection of the late scholar’s groundbreaking work in feminist biblical interpretation, in English translation. The essays document Van Dijk-Hemmes’ development and show how her work relates to contemporary developments in feminist thinking. There is a Foreword by Mieke Bal, an in memoriam by Athalya Brenner, and an overview of van Dijk-Hemmes’ extensive output of books and articles completes the volume.

Fokkelien van Dijk-Hemmes taught Women’s Studies and Old Testament at the University of Utrecht. Her pioneering work of feminist interpretation, tragically cut short, was highly influential both inside and outside the Netherlands.

Translated by David E. Orton