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2 results

  • Chapter 21 - An Interview with Magali Mougel

  • Edited by Clare Finburgh Delijani, Goldsmiths, University of London
  • With Christian Biet, Université Paris Nanterre
  • Book:
    A New History of Theatre in France
    Published online:
    22 October 2024
    Print publication:
    21 November 2024, pp 400-403

  • Summary

    In conversation with her English translator Chris Campbell, playwright Magali Mougel broaches two main issues dominating theatre in France today. With regard to identity politics, she remarks that theatre-makers from communities that have historically been minoritized owing to gender, ethnicity, ‘race’ or other protected characteristics tend to prefer not only to write plays but also to direct and perform them in order to have control over the images portrayed and to ensure that discriminatory clichés do not creep back onstage. Mougel’s reflections transition from representation to the material conditions of theatre-making as she describes a sector beyond the main national theatres, which is increasingly underfunded and where burnout for the part of artists, technicians and administrators is a real concern.

Language, Culture, and Education
  • Challenges of Diversity in the United States
  • Edited by Elizabeth Ijalba, Patricia Velasco, Catherine J. Crowley
  • Published online:
    11 March 2019
    Print publication:
    21 March 2019
  • Exploring language, culture and education among immigrants in the United States, this volume discusses the range of experiences in raising children with more than one language in major ethno-linguistic groups in New York. Research and practice from the fields of speech-language pathology, bilingual education, and public health in immigrant families are brought together to provide guidance for speech-language pathologists in differentiating language disorders from language variation, and for parents on how to raise their children with more than one language. Commonalities among dissimilar groups, such as Chinese, Korean, and Hispanic immigrants are analyzed, as well as the language needs of Arab-Americans, the home literacy practices of immigrant parents who speak Mixteco and Spanish, and the crucial role of teachers in bridging immigrants' classroom and home contexts. These studies shed new light on much-needed policy reforms to improve the involvement of culturally and linguistically diverse families in decisions affecting their children's education.