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Notes on Transliteration and Dates

于The Art of Teaching Persian Literature
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There are several transliteration systems for Persian. In this volume, we follow a simplified transliteration system for Persian words: that is, only the long vowel /ā/ is indicated by a macron; the “unpronounced h” (or hā-ye hawwaz) in the final position of words, which is indicated diversely as khāna, khānah, khāne, khāneh or khānih in various transliteration systems, is transliterated by /e/ as in khāne; hamze and ʿeyn to be written by a raised single inverted comma as in ʿaql, laʾl, roju’, pāʾiz, teʾātr and hayʾat; and the Anglicised Persian and Arabic words are used instead of their original forms. So, instead of ḥadīth, Khān and Ramaḍān, the book uses hadith, Khan, Ramadan, etc. Arabic concepts such as miʿrāj and qibla, which are commonly used in Persian contexts, are transliterated as meʾraj and qeble. The few Arabic phrases used in this volume follow the transliteration system of the International Journal of Middle East Studies (IJMES). The dates of Persian sources are indicated first by the Islamic lunar Hijri calendar date, followed by the Common Era date. The same system is maintained in endnotes and in the bibliography.

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The Art of Teaching Persian Literature

From Theory to Practice

Cover The Art of Teaching Persian Literature
ISBN:
9789004513129
出版社:
Brill
印刷出版日期:
31 Jul 2024
  • Subjects
    • Education
      • Language Education
    • Languages and Linguistics
      • Indo-European Languages
    • Middle East and Islamic Studies
      • General
      • Iran & Persian Studies
Front Matter
Preliminary Material
Copyright Page
Acknowledgements
Notes on Transliteration and Dates
Abbreviations
Notes on Contributors
Introduction
Part 1 Background of Teaching Persian Literature
Chapter 1 The Enchantment of Storytelling
Chapter 2 Persian as Peripheral Literature: the Turkish Frame
Chapter 3 The Persistence of Persian Literature in the Soviet Union
Chapter 4 Teaching Persian Literature in Europe
Chapter 5 Teaching Persian Language and Literature in Iranian Universities
Chapter 6 The Art of Teaching Persian Literature in Iran, Afghanistan, and Tajikistan
Part 2 Teaching Persian Literature: Pedagogy, Translation, and Canon
Chapter 7 How to Read a Persian Poem
Chapter 8 Teaching Persian Literature, Coaching Critical Thinking
Chapter 9 Persian Literary Translation
Chapter 10 Deeper Modes of Life: Teaching Complexities in Modern Persian Poetry
Chapter 11 The Politics of Teaching Modern Persian Prose Fiction Written by Women
Chapter 12 The Significance of Educator’s Self-Actualization in Teaching Gender in Persian Literature
Part 3 Thematic and Topical Approaches to the Persian Literature Classroom
Chapter 13 Recognize, Re-cognize: Theme and Genre in Teaching Persian Literature
Chapter 14 Abstracted Mysticism and Restricted Islam
Chapter 15 War Literature and War in Literature: Teaching War in the Persian Literature Classroom
Chapter 16 Beyond the Boundaries of Persian Literature
Chapter 17 Expansive Comparison: Thinking across Persian and English Terms and Temporalities
Chapter 18 The Good Taste: Politics of Excluding Modern and Contemporary Literary Works from the Persian Literature Curricula
Back Matter
Bibliography
Index of Names
Index of Subjects

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