ABSTRACT
Continuing our exploration of practice as constituted by three groups of elements, this chapter examines the role of competence in translation and related practices. It develops further the practice-oriented, conceptual understanding of ‘knowing’ in relation to translating. We highlight some of the key aspects of this understanding, and relate it to existing models of competence in translation studies. We then consider how knowing is ‘abstracted’ from practice and ‘reversed’ into practices in other times and space. This includes reflection on how formalized knowing circulates and is unpacked in translator education and training settings, which thereby participate in the recruitment of participants to the practice.
