Yasmin Snounu - Academia.edu (original) (raw)
Dissertation by Yasmin Snounu
Utilizing a critical ethnographical methodology, this dissertation explores the experiences and p... more Utilizing a critical ethnographical methodology, this dissertation explores the experiences and practices of professors and administrators towards accommodating disabled students mainly in Palestine, but also taking into consideration the importance of the both political and disability contexts of the United States, primarily in light of critical disability studies, while also drawing from critical discourse analysis in regard to aspects of language, power hierarchies, and identity. Elements of teacher development theories are used in relation to transformational ways of thinking and the role of educators in combating stigma and promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education.
My understanding of experiences and practices of Palestinian and American faculty and administrators in higher education is derived from semi-structured interviews, observations, field notes, and pictures between October 2015 and December 2015, and September and December 2017. My findings show that disability in Palestine is associated with Israeli apartheid, creating what I call “a triple matrix of maiming Palestinians.” Such a matrix begins with targeting the Palestinian body, then continues to destroy the Palestinian infrastructure, and finally maintaining dominance. It creates internal divisions and scattered efforts towards disability services and also impacts the ability of the Palestinian Authority to serve the Palestinian people.
Secondly, the complexity of stigma in Palestine includes heroic stigma, resulting from Israeli practices, which is positive, and stigma that is associated with disability from birth, which is perceived negatively. Most importantly, my findings show that Palestinian higher education institutions are a promising arena for providing an educationally inclusive environment under apartheid conditions. My study also shows that Palestinian faculty and administrators advocate for disabled students on campus and local and international non-governmental organizations (NGOs) contribute to serve disabled Palestinians, but the work of the NGOs still exhibits discrepancies.
In the U.S., unclear policies for professors on how to handle accommodations for students with disabilities and lack of training on inclusion create ableism. Stigma is still salient in the academic discourse and is connected to race and social status, generating “racialization of disability.”
Keywords: Israeli apartheid, Palestinian higher education institutions, faculty and administrators, stigma, advocacy, community, NGOs, American higher education.
Papers by Yasmin Snounu
Disability Studies Quarterly
Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in... more Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in relation to disability in Palestine. Tracing the political connections between Israel and the United States of America (the U.S.), both countries give themselves the right to maim the Palestinians in different forms. Israel maims the indigenous Palestinians in more direct ways, while the U.S. is the guard and supporter of Israel in the process of maiming the Palestinians. Yet, successful, disabled Palestinians have emerged from under the rubble in different fields and in academia and higher education in particular. In this paper, Critical Disability Studies (CDS) and Critical Discourse Analysis (CDA) are used as theoretical frameworks to examine disability in Palestinian higher education in light of political implications. The paper also reveals a dearth of research on disability in Palestinian higher education
Translated from the Arabic by Edward Morin, Yasminn Snounu, and Yasser Tabbaa
Peace Review, 2019
As an indigenous Palestinian, born and raised in Gaza, I have lived most of my life under the Isr... more As an indigenous Palestinian, born and raised in Gaza, I have lived most of my life under the Israeli occupation. Such an oppressive system has placed the Palestinian indigenous population into a l...
Research in Education, 2021
Conducting qualitative, critical ethnographical research on disability in Palestine requires deep... more Conducting qualitative, critical ethnographical research on disability in Palestine requires deep self-reflexivity, exploring positionality while claiming authorship. As a Palestinian conducting backyard research, I explored ways to conceptualize disability in light of language and macro factors related to Israeli occupation practices. While conducting interviews and observing, I learned to appreciate the advantages of being an insider and an outsider, and to be aware of the disadvantages of being both. Positionality and self-reflexivity helped me focus on my participants’ voices. Through exploring disability in Palestinian higher education, I realized I was not only the representative of the collective knowledge, but I was also reflecting on how my research was creating indigenous discourse and decolonizing methodologies that challenged being politically correct. This was especially true when using certain acceptable language and content in Western academic discourse. Positionality...
Disability in Palestine and the experiences and practices of professors and administrators on acc... more Disability in Palestine and the experiences and practices of professors and administrators on accommodating disabled students in Palestinian higher education institutions are captured through critical ethnography mode. Disability in Palestine is discussed within the context of what I, as the researcher, call “segregating democracy.” The term segregating democracy refers to the political bonds between Israel and the United States of America that often lead to exclusion of the indigenous Palestinian community from the rest of the world. Segregating democracy and its consequences on disability in Palestine are the context in which the experiences of the Palestinian faculty and administrators are analyzed. Using critical disability studies, while also drawing from elements of teacher development theories, this paper identifies transformational ways of thinking about disability as well as the unique role of educators in promoting/adopting inclusive pedagogical practices towards accommod...
Utilizing a critical ethnographical methodology, this dissertation explores the experiences and p... more Utilizing a critical ethnographical methodology, this dissertation explores the experiences and practices of professors and administrators towards accommodating disabled students mainly in Palestine, but also taking into consideration the importance of the both political and disability contexts of the United States, primarily in light of critical disability studies, while also drawing from critical discourse analysis in regard to aspects of language, power hierarchies, and identity. Elements of teacher development theories are used in relation to transformational ways of thinking and the role of educators in combating stigma and promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education. My understanding of experiences and practices of Palestinian and American faculty and administrators in higher education is derived from semi-structured interviews, observations, field notes, and pictures between October 2015 and December 2015, and...
Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in... more Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in relation to disability in Palestine. Tracing the political connections between Israel and the United States of America (the U.S.), both countries give themselves the right to maim the Palestinians in different forms. Israel maims the indigenous Palestinians in more direct ways, while the U.S. is the guard and supporter of Israel in the process of maiming the Palestinians. Yet, successful, disabled Palestinians have emerged from under the rubble in different fields and in academia and higher education in particular. In this paper, Critical Disability Studies (CDS) and Critical Discourse Analysis (CDA) are used as theoretical frameworks to examine disability in Palestinian higher education in light of political implications. The paper also reveals a dearth of research on disability in Palestinian higher education
Conducting qualitative, critical ethnographical research on disability in Palestine requires deep... more Conducting qualitative, critical ethnographical research on disability in Palestine requires deep self-reflexivity, exploring positionality while claiming authorship. As a Palestinian conducting backyard research, I explored ways to conceptualize disability in light of language and macro factors related to Israeli occupation practices. While conducting interviews and observing, I learned to appreciate the advantages of being an insider and an outsider, and to be aware of the disadvantages of being both. Positionality and selfreflexivity helped me focus on my participants' voices. Through exploring disability in Palestinian higher education, I realized I was not only the representative of the collective knowledge, but I was also reflecting on how my research was creating indigenous discourse and decolonizing methodologies that challenged being politically correct. This was especially true when using certain acceptable language and content in Western academic discourse. Positionality and reflection on my own feelings, as an outsider and an insider at the same time, were an essential part of the research, especially when participants were addressing questions on lived experiences, content, language, and concepts to use when describing macro and micro-related factors causing physical disabilities.
Disability in Palestine is associated with the current political situation, mainly the practices ... more Disability in Palestine is associated with the current political situation, mainly the practices of the Israeli occupation against the Palestinian people living in Palestine, which continually increase the number of Palestinians with physical disabilities. Disability and peace in Palestine are discussed within the context of what the researcher calls the “triple matrix of maiming the Palestinian body.” Using a critical ethnographic mode, the findings of this essay stem from interviews and observations of faculty and administrators working at Palestinian universities. The essay concluded that such a matrix begins with targeting the Palestinian body, then continues to destroy the Palestinian infrastructure, which directly debilitates Palestinians, and finally maintains and increases barriers through checkpoints, siege on Gaza, security checkpoints, and the apartheid wall in the West Bank. The question remains: “How is peace possible?”
Through a mode of critical ethnography, this article analyzes disability in Palestine and the exp... more Through a mode of critical ethnography, this article analyzes disability in Palestine and the experiences and practices of professors and administrators on accommodating disabled students in Palestinian institutions of higher education. I discuss disability in Palestine within the context of what I as the researcher call "segregated/exclusionary democracy." The term "segregated/exclusionary democracy" refers to the political bonds between Israel and the United States of America that often lead to exclusion of the indigenous Palestinian community from the rights and privileges of civil government and from participation as members of a nation in the affairs of the world. Segregated/exclusionary democracy and its consequences on disability in Palestine are the context in which the experiences of the Palestinian faculty and administrators are analyzed. Using critical disability studies while also drawing from elements of teacher development theories, this paper identifies transformational ways of thinking about disability in which Palestinian educators defy exclusionary democracy through promoting/adopting inclusive pedagogical practices toward accommodating disabled students in higher education.
This paper focuses on the experiences of the Palestinian refugees who are living in the United St... more This paper focuses on the experiences of the Palestinian refugees who are living in the United States of America (U.S.).Thousands of Palestinians in the U.S. attained American citizenship through asylum, and others were born in the U.S. For the sake of this paper, an ethnographical phenomenological methodology is used through interviewing and observing three Palestinian refugees from Michigan about their experiences of displacement. Participants discussed ways in which they construct meaning out of their experiences living in the U.S. away from Palestine. Themes emerged revolved around struggle, sense of patriotism and connection to Palestine, sense of resilience and survival, and sense of anger.
Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in... more Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in relation to disability in Palestine. Tracing the political connections between Israel and the United States of America (the U.S.), both countries give themselves the right to maim the Palestinians in different forms. Israel maims the indigenous Palestinians in more direct ways, while the U.S. is the guard and supporter of Israel in the process of maiming the Palestinians. Yet, successful, disabled Palestinians have emerged from under the rubble in different fields and in academia and higher education in particular. In this paper, Critical Disability Studies (CDS) and Critical Discourse Analysis (CDA) are used as theoretical frameworks to examine disability in Palestinian higher education in light of political implications. The paper also reveals a dearth of research on disability in Palestinian higher education.
Conference Presentations by Yasmin Snounu
As part of my dissertation that is focused on Palestine within the political contexts of the U.S.... more As part of my dissertation that is focused on Palestine within the political contexts of the U.S., this presentation highlights the method of qualitative approach, critical ethnography and Critical Discourse Analysis in particular, used to examine factors that affect disability in higher education. Factors include the Israeli apartheid and occupation over Palestine, economic and social inequalities. Using data, I collected qualitatively, such as verbatim, videos, pictures in Palestine, I will discuss the importance of qualitative mode in disability studies, ethical implications, and reflexivity throughout my journey of data collection. Such qualitative methods were significant in also exploring the role of internalized knowledge and language used to construct perceptions and attitudes towards people with disabilities in general and students with disabilities in higher education in particular across international contexts of Palestine and the United States.
Palestine and the United States are two different countries with different educational systems. T... more Palestine and the United States are two different countries with different educational systems. They both have similarities and differences in how they support and provide accommodations for students with disabilities in higher education. This qualitative research, through interviewing participants working at universities in the United States and Palestine, examines disability models applied in universities (In Gaza and Michigan) with the lens of EcoJustice Education. The research also highlights factors affecting social justice for students with disabilities, such as Israeli apartheid, economic and social inequalities and negative cultural degrading beliefs on disability. Transformation on the college level requires professors to play an active role supporting students with disabilities and educate about inclusion.
Talks by Yasmin Snounu
Using a critical ethnographical methodology, I explore the experiences and practices of professor... more Using a critical ethnographical methodology, I explore the experiences and practices of professors and administrators towards accommodating disabled students mainly in Palestine. Considering the global perspective, such a critical ethnography is analyzed within the U.S. context, primarily in light of Critical Disability Studies (CDS), while also drawing from Critical Discourse Analysis (CDA) in regard to aspects of language, power hierarchies, and identity. Elements of teacher development theories are used in relation to transformational ways of thinking and the role of educators in combating stigma and promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education. My understanding of experiences and practices of faculty and administrators in higher education is derived from semi-structured interviews, observations, field notes, and pictures. Findings of this research will be also shared.
Poetry (Translated from Arabic into English) by Yasmin Snounu
Utilizing a critical ethnographical methodology, this dissertation explores the experiences and p... more Utilizing a critical ethnographical methodology, this dissertation explores the experiences and practices of professors and administrators towards accommodating disabled students mainly in Palestine, but also taking into consideration the importance of the both political and disability contexts of the United States, primarily in light of critical disability studies, while also drawing from critical discourse analysis in regard to aspects of language, power hierarchies, and identity. Elements of teacher development theories are used in relation to transformational ways of thinking and the role of educators in combating stigma and promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education.
My understanding of experiences and practices of Palestinian and American faculty and administrators in higher education is derived from semi-structured interviews, observations, field notes, and pictures between October 2015 and December 2015, and September and December 2017. My findings show that disability in Palestine is associated with Israeli apartheid, creating what I call “a triple matrix of maiming Palestinians.” Such a matrix begins with targeting the Palestinian body, then continues to destroy the Palestinian infrastructure, and finally maintaining dominance. It creates internal divisions and scattered efforts towards disability services and also impacts the ability of the Palestinian Authority to serve the Palestinian people.
Secondly, the complexity of stigma in Palestine includes heroic stigma, resulting from Israeli practices, which is positive, and stigma that is associated with disability from birth, which is perceived negatively. Most importantly, my findings show that Palestinian higher education institutions are a promising arena for providing an educationally inclusive environment under apartheid conditions. My study also shows that Palestinian faculty and administrators advocate for disabled students on campus and local and international non-governmental organizations (NGOs) contribute to serve disabled Palestinians, but the work of the NGOs still exhibits discrepancies.
In the U.S., unclear policies for professors on how to handle accommodations for students with disabilities and lack of training on inclusion create ableism. Stigma is still salient in the academic discourse and is connected to race and social status, generating “racialization of disability.”
Keywords: Israeli apartheid, Palestinian higher education institutions, faculty and administrators, stigma, advocacy, community, NGOs, American higher education.
Disability Studies Quarterly
Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in... more Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in relation to disability in Palestine. Tracing the political connections between Israel and the United States of America (the U.S.), both countries give themselves the right to maim the Palestinians in different forms. Israel maims the indigenous Palestinians in more direct ways, while the U.S. is the guard and supporter of Israel in the process of maiming the Palestinians. Yet, successful, disabled Palestinians have emerged from under the rubble in different fields and in academia and higher education in particular. In this paper, Critical Disability Studies (CDS) and Critical Discourse Analysis (CDA) are used as theoretical frameworks to examine disability in Palestinian higher education in light of political implications. The paper also reveals a dearth of research on disability in Palestinian higher education
Translated from the Arabic by Edward Morin, Yasminn Snounu, and Yasser Tabbaa
Peace Review, 2019
As an indigenous Palestinian, born and raised in Gaza, I have lived most of my life under the Isr... more As an indigenous Palestinian, born and raised in Gaza, I have lived most of my life under the Israeli occupation. Such an oppressive system has placed the Palestinian indigenous population into a l...
Research in Education, 2021
Conducting qualitative, critical ethnographical research on disability in Palestine requires deep... more Conducting qualitative, critical ethnographical research on disability in Palestine requires deep self-reflexivity, exploring positionality while claiming authorship. As a Palestinian conducting backyard research, I explored ways to conceptualize disability in light of language and macro factors related to Israeli occupation practices. While conducting interviews and observing, I learned to appreciate the advantages of being an insider and an outsider, and to be aware of the disadvantages of being both. Positionality and self-reflexivity helped me focus on my participants’ voices. Through exploring disability in Palestinian higher education, I realized I was not only the representative of the collective knowledge, but I was also reflecting on how my research was creating indigenous discourse and decolonizing methodologies that challenged being politically correct. This was especially true when using certain acceptable language and content in Western academic discourse. Positionality...
Disability in Palestine and the experiences and practices of professors and administrators on acc... more Disability in Palestine and the experiences and practices of professors and administrators on accommodating disabled students in Palestinian higher education institutions are captured through critical ethnography mode. Disability in Palestine is discussed within the context of what I, as the researcher, call “segregating democracy.” The term segregating democracy refers to the political bonds between Israel and the United States of America that often lead to exclusion of the indigenous Palestinian community from the rest of the world. Segregating democracy and its consequences on disability in Palestine are the context in which the experiences of the Palestinian faculty and administrators are analyzed. Using critical disability studies, while also drawing from elements of teacher development theories, this paper identifies transformational ways of thinking about disability as well as the unique role of educators in promoting/adopting inclusive pedagogical practices towards accommod...
Utilizing a critical ethnographical methodology, this dissertation explores the experiences and p... more Utilizing a critical ethnographical methodology, this dissertation explores the experiences and practices of professors and administrators towards accommodating disabled students mainly in Palestine, but also taking into consideration the importance of the both political and disability contexts of the United States, primarily in light of critical disability studies, while also drawing from critical discourse analysis in regard to aspects of language, power hierarchies, and identity. Elements of teacher development theories are used in relation to transformational ways of thinking and the role of educators in combating stigma and promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education. My understanding of experiences and practices of Palestinian and American faculty and administrators in higher education is derived from semi-structured interviews, observations, field notes, and pictures between October 2015 and December 2015, and...
Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in... more Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in relation to disability in Palestine. Tracing the political connections between Israel and the United States of America (the U.S.), both countries give themselves the right to maim the Palestinians in different forms. Israel maims the indigenous Palestinians in more direct ways, while the U.S. is the guard and supporter of Israel in the process of maiming the Palestinians. Yet, successful, disabled Palestinians have emerged from under the rubble in different fields and in academia and higher education in particular. In this paper, Critical Disability Studies (CDS) and Critical Discourse Analysis (CDA) are used as theoretical frameworks to examine disability in Palestinian higher education in light of political implications. The paper also reveals a dearth of research on disability in Palestinian higher education
Conducting qualitative, critical ethnographical research on disability in Palestine requires deep... more Conducting qualitative, critical ethnographical research on disability in Palestine requires deep self-reflexivity, exploring positionality while claiming authorship. As a Palestinian conducting backyard research, I explored ways to conceptualize disability in light of language and macro factors related to Israeli occupation practices. While conducting interviews and observing, I learned to appreciate the advantages of being an insider and an outsider, and to be aware of the disadvantages of being both. Positionality and selfreflexivity helped me focus on my participants' voices. Through exploring disability in Palestinian higher education, I realized I was not only the representative of the collective knowledge, but I was also reflecting on how my research was creating indigenous discourse and decolonizing methodologies that challenged being politically correct. This was especially true when using certain acceptable language and content in Western academic discourse. Positionality and reflection on my own feelings, as an outsider and an insider at the same time, were an essential part of the research, especially when participants were addressing questions on lived experiences, content, language, and concepts to use when describing macro and micro-related factors causing physical disabilities.
Disability in Palestine is associated with the current political situation, mainly the practices ... more Disability in Palestine is associated with the current political situation, mainly the practices of the Israeli occupation against the Palestinian people living in Palestine, which continually increase the number of Palestinians with physical disabilities. Disability and peace in Palestine are discussed within the context of what the researcher calls the “triple matrix of maiming the Palestinian body.” Using a critical ethnographic mode, the findings of this essay stem from interviews and observations of faculty and administrators working at Palestinian universities. The essay concluded that such a matrix begins with targeting the Palestinian body, then continues to destroy the Palestinian infrastructure, which directly debilitates Palestinians, and finally maintains and increases barriers through checkpoints, siege on Gaza, security checkpoints, and the apartheid wall in the West Bank. The question remains: “How is peace possible?”
Through a mode of critical ethnography, this article analyzes disability in Palestine and the exp... more Through a mode of critical ethnography, this article analyzes disability in Palestine and the experiences and practices of professors and administrators on accommodating disabled students in Palestinian institutions of higher education. I discuss disability in Palestine within the context of what I as the researcher call "segregated/exclusionary democracy." The term "segregated/exclusionary democracy" refers to the political bonds between Israel and the United States of America that often lead to exclusion of the indigenous Palestinian community from the rights and privileges of civil government and from participation as members of a nation in the affairs of the world. Segregated/exclusionary democracy and its consequences on disability in Palestine are the context in which the experiences of the Palestinian faculty and administrators are analyzed. Using critical disability studies while also drawing from elements of teacher development theories, this paper identifies transformational ways of thinking about disability in which Palestinian educators defy exclusionary democracy through promoting/adopting inclusive pedagogical practices toward accommodating disabled students in higher education.
This paper focuses on the experiences of the Palestinian refugees who are living in the United St... more This paper focuses on the experiences of the Palestinian refugees who are living in the United States of America (U.S.).Thousands of Palestinians in the U.S. attained American citizenship through asylum, and others were born in the U.S. For the sake of this paper, an ethnographical phenomenological methodology is used through interviewing and observing three Palestinian refugees from Michigan about their experiences of displacement. Participants discussed ways in which they construct meaning out of their experiences living in the U.S. away from Palestine. Themes emerged revolved around struggle, sense of patriotism and connection to Palestine, sense of resilience and survival, and sense of anger.
Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in... more Different pieces of a puzzle are put together to unpack the implications of biopolitical forms in relation to disability in Palestine. Tracing the political connections between Israel and the United States of America (the U.S.), both countries give themselves the right to maim the Palestinians in different forms. Israel maims the indigenous Palestinians in more direct ways, while the U.S. is the guard and supporter of Israel in the process of maiming the Palestinians. Yet, successful, disabled Palestinians have emerged from under the rubble in different fields and in academia and higher education in particular. In this paper, Critical Disability Studies (CDS) and Critical Discourse Analysis (CDA) are used as theoretical frameworks to examine disability in Palestinian higher education in light of political implications. The paper also reveals a dearth of research on disability in Palestinian higher education.
As part of my dissertation that is focused on Palestine within the political contexts of the U.S.... more As part of my dissertation that is focused on Palestine within the political contexts of the U.S., this presentation highlights the method of qualitative approach, critical ethnography and Critical Discourse Analysis in particular, used to examine factors that affect disability in higher education. Factors include the Israeli apartheid and occupation over Palestine, economic and social inequalities. Using data, I collected qualitatively, such as verbatim, videos, pictures in Palestine, I will discuss the importance of qualitative mode in disability studies, ethical implications, and reflexivity throughout my journey of data collection. Such qualitative methods were significant in also exploring the role of internalized knowledge and language used to construct perceptions and attitudes towards people with disabilities in general and students with disabilities in higher education in particular across international contexts of Palestine and the United States.
Palestine and the United States are two different countries with different educational systems. T... more Palestine and the United States are two different countries with different educational systems. They both have similarities and differences in how they support and provide accommodations for students with disabilities in higher education. This qualitative research, through interviewing participants working at universities in the United States and Palestine, examines disability models applied in universities (In Gaza and Michigan) with the lens of EcoJustice Education. The research also highlights factors affecting social justice for students with disabilities, such as Israeli apartheid, economic and social inequalities and negative cultural degrading beliefs on disability. Transformation on the college level requires professors to play an active role supporting students with disabilities and educate about inclusion.
Using a critical ethnographical methodology, I explore the experiences and practices of professor... more Using a critical ethnographical methodology, I explore the experiences and practices of professors and administrators towards accommodating disabled students mainly in Palestine. Considering the global perspective, such a critical ethnography is analyzed within the U.S. context, primarily in light of Critical Disability Studies (CDS), while also drawing from Critical Discourse Analysis (CDA) in regard to aspects of language, power hierarchies, and identity. Elements of teacher development theories are used in relation to transformational ways of thinking and the role of educators in combating stigma and promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education. My understanding of experiences and practices of faculty and administrators in higher education is derived from semi-structured interviews, observations, field notes, and pictures. Findings of this research will be also shared.
In the beginning, he exalted himself above the sinful act of eating the fruit. en he was burned b... more In the beginning, he exalted himself above the sinful act of eating the fruit. en he was burned by trees and frolicking girls, causing his name and the blueness of his soul to bleed. He searched for prophecy carved into re. So he was devoured by rivers lowing toward their destination, and he was satis ed by a line on a skewed wall that was told by a story in a book neglected by time.
four translated contemporary poems