A bibliography on the Jews of Malta

A bibliographical list of sources on the Jews of Maltapeer-reviewe

Literary Writing and Personal Identity in Borges and Pessoa

In a famous passage in “The Death of the Author,” Roland Barthes describes the writing process as embodying the disintegration of the author’s personal identity: “Writing is that neutral, composite, oblique space where our subject slips away, the negative where all identity is lost, starting with the very identity of the body writing” (142). This postmodern position is deeply rooted in classical Greek thought, in particular Plato’s harsh critique of poetic inspiration, conceived as “holy madness.” Is this equation valid, however? Does writing necessarily serve as the ultimate act of self-negation? This essay seeks to elucidate Jorge Luis Borges’ and Fernando Pessoa’s alternative views of authorial subjectivity. Borges and Pessoa – arguably two of the greatest writers of the twentieth century – conceive the interplay between writing and self-identity in rather complex fashion. Pessoa’s term “heteronym” relates to the way in which an author’s subjectivity abruptly gives way to an idiosyncratic identity who composes the poem. This recalls the Kabbalistic idea of God’s contraction (tzimzum), the creator preserving his or her passive self-identity while giving birth to other beings from his or her inner void. Discussing Shakespeare and Whitman, Borges proposes that the act of writing is a form of self-creation in which the writer begets a unique narrative identity out of himself or herself that, transfigured, is simultaneously both the same and the other

Imaginative Geography: Dialectical Orientalism in Borges

The following essay investigates Borges’ cultural-ideological stance as an Argentinean writer opposed to national literature and ideological rhetoric. This position will be elucidated via a comparison with Edward Said’s Orientialism which, following Foucault, argues that literature is subservient to the ideological paradigms of the period. The discussion demonstrates how Borges presents a dialectical orientalism in his work: a philosophical-universal position deviating from the delimited framework of national ideology, hereby establishing an uni-ideological philosophical and transcultural view of the interrelationship between “East” and “West.” In line with Said, the essay examines the literary representation of Islam in Western literature, focusing on the image of Mahomet in Dante's Divine Comedy

Nonsense and Irony: Wittgenstein's Strategy of Self-Refutation and Kierkegaard's Concept of Indirect Communication

En el prefacio al Tractatus, Wittgenstein establece que la cuestión del sinsentido tiene que ver con trazar los límites del lenguaje. Las expresiones sinsentido van más allá de los límites del lenguaje significativo y residen “del otro lado” de lo que puede ser dicho. Aún así, al final del libro declara que sus propias proposiciones son, hablando de manera estricta, sinsentidos. El presente trabajo pretende analizar la estrategia de auto-refutación del primer Wittgenstein como un modo de trascender los límites del lenguaje, comparando su concepto de “sinsentido” (Unsinn) con la visión de Kierkegaard acerca de la comunicación indirecta y de la ironía socrática

Language Socialization and Linguistic Ideologies Among Israeli Emissaries in the United States

Research in both the anthropology and sociology of education has increasingly come to consider the institutional effects of migration, globalization, and transnationalism on learning environments. Yet, most studies examining transmigration and education have only looked at migrant children in schools rather than at the transitions they undergo as transnationals across settings. We know little of the linguistic and socializing practices that occur during migrants’ transitions from place to place and how they come to define the migratory and educational experience for transnational children. This multi-sited, global ethnography examines language socialization practices and linguistic ideologies among families of Israeli emissaries (shlichim) employed by the Jewish Agency for Israel (JAFI). The study documented the transitions undergone by families with school-age children in the months of their preparation for their move from Israel to the United States and during the first year and-a-half in the U.S.. Data collection for this project took place in both Israel and New York at the homes of the families, the children’s schools, peer group activities, extracurricular programs, play, and summer camp.The focus of this dissertation project is on routine home and school practices which orient children to attitudes towards their identities as Israelis, as Zionists, as transnationals, and as temporary residents of the United States. The study approaches this question through the lens of the language socialization paradigm, a subfield of linguistic anthropology which understands socialization to occur both through the use of language and to the use of language. I argue that through attention to language use and form children are taught to attend to symbolic boundaries between Israeli, Jewish Diasporan, and U.S. American identities. The simultaneous reinforcement and transcendence of these symbolic boundaries is a defining characteristic of living transnationally.I find that transnational identities: (1) Are constructed through an explicit recognition of the boundaries between the linguistic and cultural practices of the homeland and the host country; (2) are negotiated through attention to the authenticity of members of the homeland, the host country, and the transnational community; that is, through attention to the extent to which individuals stay within the symbolic boundaries that separate the homeland and the host-land; and (3) Display an ambivalence toward affiliation with the host country by accentuating and emphasizing the linguistic and cultural practices of the homeland. Based on these findings, I call for a language socialization approach to studying transnationalism which recognizes the role of the local and the global, the contemporary and the historical, and the orthodox and heterodox in everyday transnational practices.By focusing on the shlichim’s transition from Israel to the United States, the dissertation obtains a view of migration often unavailable to researchers: the preparation for departure and initial arrival to the country of destination. This period of transition is formative in the emissaries’ experiences and as they define themselves vis−à−vis their country of origin and their host country. In this sense, this dissertation contributes to an understanding of the role of language in transnational practices, thus supplementing the growing field of research around questions of transnationalism, diaspora, and identity

Time and Identity: Socializing Schedules and the Implications for Community

This article analyzes data collected as part of an ethnography of three families of Israeli emissaries (shlichim) in order to explore the relationship between the individual, the schedules to which s/he adheres, and her/his affiliation with a particular collective. The paper examines the relationship between time, community, and self through a discourse analytic lens that draws on approaches to the study of cultural identity which look to tension as definitive of groups and their members. It is suggested that an examination of the tensions between the individual and the collective provides a fruitful means by which to investigate the meaning of time for society and self

Imaginative Geography: Dialectical Orientalism in Borges

The following essay investigates Borges’ cultural-ideological stance as an Argentinean writer opposed to national literature and ideological rhetoric. This position will be elucidated via a comparison with Edward Said’s Orientialism which, following Foucault, argues that literature is subservient to the ideological paradigms of the period. The discussion demonstrates how Borges presents a dialectical orientalism in his work: a philosophical-universal position deviating from the delimited framework of national ideology, hereby establishing an uni-ideological philosophical and transcultural view of the interrelationship between “East” and “West.” In line with Said, the essay examines the literary representation of Islam in Western literature, focusing on the image of Mahomet in Dante's Divine Comedy

Language Socialization and Linguistic Ideologies Among Israeli Emissaries in the United States

Research in both the anthropology and sociology of education has increasingly come to consider the institutional effects of migration, globalization, and transnationalism on learning environments. Yet, most studies examining transmigration and education have only looked at migrant children in schools rather than at the transitions they undergo as transnationals across settings. We know little of the linguistic and socializing practices that occur during migrants’ transitions from place to place and how they come to define the migratory and educational experience for transnational children. This multi-sited, global ethnography examines language socialization practices and linguistic ideologies among families of Israeli emissaries (shlichim) employed by the Jewish Agency for Israel (JAFI). The study documented the transitions undergone by families with school-age children in the months of their preparation for their move from Israel to the United States and during the first year and-a-half in the U.S.. Data collection for this project took place in both Israel and New York at the homes of the families, the children’s schools, peer group activities, extracurricular programs, play, and summer camp.The focus of this dissertation project is on routine home and school practices which orient children to attitudes towards their identities as Israelis, as Zionists, as transnationals, and as temporary residents of the United States. The study approaches this question through the lens of the language socialization paradigm, a subfield of linguistic anthropology which understands socialization to occur both through the use of language and to the use of language. I argue that through attention to language use and form children are taught to attend to symbolic boundaries between Israeli, Jewish Diasporan, and U.S. American identities. The simultaneous reinforcement and transcendence of these symbolic boundaries is a defining characteristic of living transnationally.I find that transnational identities: (1) Are constructed through an explicit recognition of the boundaries between the linguistic and cultural practices of the homeland and the host country; (2) are negotiated through attention to the authenticity of members of the homeland, the host country, and the transnational community; that is, through attention to the extent to which individuals stay within the symbolic boundaries that separate the homeland and the host-land; and (3) Display an ambivalence toward affiliation with the host country by accentuating and emphasizing the linguistic and cultural practices of the homeland. Based on these findings, I call for a language socialization approach to studying transnationalism which recognizes the role of the local and the global, the contemporary and the historical, and the orthodox and heterodox in everyday transnational practices.By focusing on the shlichim’s transition from Israel to the United States, the dissertation obtains a view of migration often unavailable to researchers: the preparation for departure and initial arrival to the country of destination. This period of transition is formative in the emissaries’ experiences and as they define themselves vis−à−vis their country of origin and their host country. In this sense, this dissertation contributes to an understanding of the role of language in transnational practices, thus supplementing the growing field of research around questions of transnationalism, diaspora, and identity