https://dspace.univ-guelma.dz/jspui/handle/123456789/44 Tue, 07 Apr 2026 08:56:03 GMT 2026-04-07T08:56:03Z https://dspace.univ-guelma.dz/jspui/handle/123456789/18537 The role of Memory and Relationality in the Construction of Black identities in Toni Morrison’s Beloved Ziaita, Fedoua This study aims at exploring the representation of the process of Black identity construction through memory and relationality in Toni Morrison’s Beloved. In light of postcolonial trauma theory framework, this dissertation analyzes how legacies of slavery such as; violence, dehumanization, displacement, exploitation, and cultural erasure shape fragmented individual and communal identities, relationality, memories, and collective trauma. Moreover, the analysis focuses on the intersection between memory and relationality, and their role in shaping the former slaves’ sense of self. This research investigates how Black characters, more specifically, former slaves, navigate the tension between remembering and forgetting to confront past traumatic experiences. Also, it examines the relational dynamics among characters to highlight that identity is not merely an individual construct. Ultimately, I argue that Morrison depicts trauma and healing in ways that align with postcolonial trauma theory, portraying how Black characters in Beloved work through suffering using traditional healing practices, storytelling, spirituality, and communal rituals. The novel thus is a narrative that depicts memory and relationality as vital mechanisms through which Black identities are built and understood in the aftermath of slavery. In the end, this study contends that Morrison illustrates identity not as a solitary endeavor but as one that is deeply rooted in communal and familial relationships, underscoring the necessity of relational healing in postcolonial contexts Sun, 01 Jun 2025 00:00:00 GMT https://dspace.univ-guelma.dz/jspui/handle/123456789/18537 2025-06-01T00:00:00Z https://dspace.univ-guelma.dz/jspui/handle/123456789/18467 Translating cultural references in childrens literature Lina Manal DJEBAR, Ihab YAROU Children’s literature is an important branch of literature, as it is intended for young readers, Therefore, translators must carefully consider the cultural knowledge, and background of their target audience, ensuring that Cultural references are treated appropriately. certain cultural elements exist in one language but do not exist in the same form in another, Aixela (1996) refers to them as culture-specific items (CSIs), in literary translation, one of the greatest challenges is dealing with these CSIs in the source text (ST) and to find suitable appropriate equivalents for them in the target language (TL) that accurately convey their cultural meaning. This thesis focuses on how cultural references are translated in children's literature, focusing on the obstacles that may arise when dealing with culture-specific items (CSIs), and how they are rendered for young readers. Emphasizing the main strategies employed by the translator, from English into Arabic. Examples are taken from a work of children's literature; Alice’s Adventures in Wonderland by Lewis Carroll (1958) and its Arabic translation في أليس مغامرات العجائب بالد by Ameera Qaiwan (2003) as a case study, to analyze translation choices. Sun, 01 Jun 2025 00:00:00 GMT https://dspace.univ-guelma.dz/jspui/handle/123456789/18467 2025-06-01T00:00:00Z https://dspace.univ-guelma.dz/jspui/handle/123456789/18401 ASSESSING THE IMPACT OF CULTURAL APPROPRIATION IN US: Yakhlef, Siham This research delves into the multifaceted impacts of cultural appropriation on African American community in US, examining its historical and contemporary manifestations. By analysing specific examples, including fashion, music, and language, this study uncovers the psychological, political, economic, and social impacts of this phenomenon. Through a critical examination of power dynamics, systemic racism, and the commodification of culture, this study argues that cultural appropriation perpetuates harmful stereotypes, erodes cultural integrity, and contributes to economic disparities, highlighting the power imbalances embedded in cultural exchange. Ultimately it offers strategies to combat the negative effects of cultural appropriation, and provide practical recommendations for mitigating them, and fostering intercultural understanding and respect. Sun, 01 Jun 2025 00:00:00 GMT https://dspace.univ-guelma.dz/jspui/handle/123456789/18401 2025-06-01T00:00:00Z https://dspace.univ-guelma.dz/jspui/handle/123456789/18400 Exploring EFL Students’ Perceptions and Practices towards the Use of Interactive Multimedia Tools to Enhance Digital Literacy Skills Imene ZAIMEN, Ghada YAHYAOUI In the modern educational landscape, integrating interactive multimedia tools into the learning and teaching process has become a key strategy to improve students’ competencies in navigating, evaluating, and creating digital content. The primary objective of this study is to explore students’ attitudes towards the effectiveness of these tools in improving digital literacy skills, including information literacy, media literacy, digital communication, and digital problem-solving. This exploratory research used a mixture of both quantitative and qualitative research tools in order to gather relevant data about the most commonly used interactive multimedia tools by EFL students, as well as their perceptions towards the role of these tools in shaping the 21st-century learners’ competencies. On the one hand, a questionnaire was administered via Google Forms in order to gather data from fifty third-year EFL students at 8 May 1945 Guelma University. On the other hand, an online focus group discussion via messenger was administered with seven participants from the same population. The findings showed that the majority of learners shared positive perceptions about the use of interactive multimedia tools and perceived them as effective in improving their digital literacy skills. However, students claimed that the use of interactive multimedia tools exhibit serious limitations such as the lack of technological resources, digital competencies, and distraction and time consumption. Therefore, practical recommendations were proposed to ensure the effective integration of these tools in the teaching and learning process. Sun, 01 Jun 2025 00:00:00 GMT https://dspace.univ-guelma.dz/jspui/handle/123456789/18400 2025-06-01T00:00:00Z