1.1 CFP: “Déserts expérimentaux : esthétique et théorisation des espaces désertiques au Maghreb” (Expressions maghrébines 23.1)
Revue de la Coordination internationale des chercheur.e.s sur les littératures du Maghreb
Vol. 23, no 1, été 2024 : Appel à articles
Déserts expérimentaux : esthétique et théorisation des espaces désertiques au Maghreb
Dossier coordonné par Brahim El Guabli
Date limite de soumission des articles : 30 juin 2023
Parution : mai 2024
Les déserts sont utilisés comme terrains d’expérimentation depuis plus d’un siècle maintenant. Qu’il s’agisse des génocides coloniaux et des déplacements de populations indigènes qui en ont résulté ou de tests de bombes chimiques et nucléaires, les déserts du monde entier ont été imaginés et transformés en toile de fond pour les rêves les plus fous de l’humanité en matière de progrès scientifique, de contrôle des dangers et des risques, et même pour des projets idéalistes d’agriculture à grande échelle pour nourrir les populations affamées. Qu’ils soient chauds ou froids, les déserts ont acquis cette capacité envoûtante de susciter la volonté d’expérimenter. Qu’ils soient motivés par le désir d’apprivoiser la nature et de civiliser les espaces sauvages ou par des notions débridées de processus technologique servant de base à des notions autoproclamées de sécurité des frontières et de défense nationale, de nombreux projets expérimentaux ont eu lieu et ont encore lieu dans les déserts du monde entier (El Guabli 2022). Les notions démystifiées de leur vacuité mises à part (Henni 2022), les déserts ont en effet été réifiés comme des espaces expérimentaux par excellence.
L’expérimentation dans les déserts ne se limite toutefois pas aux projets et aux conceptions qui ont façonné la perception qu’a le grand public des déserts en tant qu’espace pour de nouvelles entreprises. Les champignons nucléaires, les derricks pétroliers et les drones de surveillance sont les matérialisations les plus évidentes de cette tendance. L’expérimentation dans les déserts a également pris forme dans l’art, le cinéma et la littérature qui se déroulent dans des déserts, réels ou imaginaires, créant un domaine esthétique dans lequel le désert fonctionne comme un catalyseur pour l’art et un arrière-plan pour l’expérimentation. Le désert est ainsi devenu une approche qui informe l’esthétique.
Ce numéro spécial sur les déserts expérimentaux cherche à interroger la façon dont les projets d’expérimentation « ordinaires » dans les espaces désertiques, tels que les tests des moteurs de voitures et les projets agricoles, ont une expérimentation esthétique parallèle. Les déserts font l’objet d’expérimentations dans l’imagerie poétique, les décors cinématographiques, la mise en scène romanesque et la recherche critique. Qu’il s’agisse de la qasida arabe classique, de la poésie en prose ou des récits de voyage européens, le désert façonne non seulement les idées mais aussi les styles et le langage utilisés dans les œuvres centrées sur le désert. En examinant les projets esthétiques expérimentaux qui utilisent les déserts, ce numéro mettra en lumière une dimension cruciale, bien que peu étudiée, de l’expérimentation des espaces désertiques.
Nous accueillons des contributions originales qui, en corollaire à l’histoire de l’expérimentation technique dans les déserts, réfléchissent aux manifestations littéraires, cinématographiques et critiques des espaces désertiques dans la production culturelle maghrébine. Les manuscrits interdisciplinaires qui « lisent ensemble » (Laachir 2016) un corpus multilingue d’œuvres esthétiques sont particulièrement encouragés. Nous recherchons des articles qui puisent dans une pléthore de sources désertiques pour sonder l’expérimentation, au sens large.
Les manuscrits peuvent aborder, entre autres, certains de ces thèmes :
- Représentations des tests scientifiques dans la littérature du désert
- L’expérimentation dans les déserts en tant que genre littéraire ou cinématographique
- Les déserts comme source de choix esthétiques
- La nature expérimentale de la production culturelle sur les déserts
- L’expérimentation dans les médias décrivant les déserts
- L’expérimentation en tant qu’objet de métaréflexion littéraire
- Les langages expérimentaux des littératures du désert
- Les modernités du désert et leur représentation
Les articles ne devront pas dépasser 40.000 signes, espaces inclus (6.000 mots environ). La ponctuation, les notes et les références doivent être conformes aux normes appliquées par la revue : http://www.ub.edu/adhuc/em. Les demandes de renseignements complémentaires et les articles complets doivent être adressés par courrier électronique à la présidente du comité scientifique : email@example.com .
La section VARIA de la revue maintient toujours un appel à articles (sans date limite de soumission) concernant les cultures maghrébines : littérature, cinéma, arts…
Vol. 23, n. 1, Summer 2024: Call for Papers
Déserts expérimentaux : esthétique et théorisation des espaces désertiques au Maghreb
Edited by Brahim El Guabli
Final Papers Submission Deadline: 30 June 2023
Publication: May 2024
Deserts have been used as experimental grounds for over a century now. From colonial genocides and ensuing displacement of Indigenous populations to the testing of chemical and nuclear bombs, deserts across the globe have been imagined and turned into a canvas for humanity’s wildest dreams of scientific advancement, danger, and hazard control, and even for idealistic projects of mass scale farming to feed hungry populations. Regardless of whether they are hot or cold, deserts have acquired this mesmerizing ability to elicit a drive to experiment with projects. Whether driven by a desire to tame nature and civilize wilderness or by unbridled notions of technological process to sustain self-proclaimed notions of border security and national defense, many experimental projects have unfolded and are unfolding in deserts globally (El Guabli 2022). Debunked notions of their emptiness apart, deserts have indeed been reified as experimental spaces par excellence (Henni 2022).
Desert-centered experimentation is not, however, only limited to projects and designs that have shaped the general publics’ perceptions of deserts as space for new ventures. Nuclear mushroom clouds, oil derricks, and surveillance drones are the most conspicuous materializations of this trend. Desert experimentation has also taken shape in art, film, and literature, which unfold in deserts, whether real or imaginary, creating an aesthetic realm in which the desert operates as a catalyst for art as well as a background for experimentation. The desert has thus become an approach that informs aesthetics.
This special issue on experimental deserts seeks to interrogate how “ordinary” experimentation projects in desert spaces, such as engine testing and agricultural projects, have a parallel aesthetic experimentation. Deserts are experimented with in poetic imagery, filmic scenery, novelistic setting, and critical scholarship. Whether we probe the classical Arabic qasida or prose poetry or European travelogues, the desert shapes not only ideas but also the styles and the language used in desert-centered works. By examining experimental aesthetic projects that deploy deserts, this issue will shed light on a crucial, albeit understudied, dimension of experimentation with desert spaces.
We welcome original contributions that, as a corollary to histories of technical experimentation in deserts, reflect on the literary, cinematographic, and critical manifestations of desertic spaces in Maghrebi cultural production. Interdisciplinary manuscripts that “read together” (Laachir 2016) a multilingual corpus of aesthetic works are particularly encouraged. We seek articles that draw on a plethora of desert-focused sources to probe experimentation, writ large.
Manuscripts may address, among other things, some of these themes:
- The representation of scientific tests in desert literature
- Desert experimentation as literary or cinema genre
- Deserts as drivers of aesthetic choices
- The experimental nature of cultural production about deserts
- Experimentation in media depicting deserts
- Experimentation as the object of literary meta-reflection
- Experimental languages of desert literatures
- Desert modernities and their representations
Articles should not exceed 40,000 characters, spaces included (approximately 6,000 words). Punctuation, footnotes, and references must conform with the journal’s norms: http://www.ub.edu/adhuc/em.
Articles or requests for further information should be sent to the Chair of the Editorial Board at: firstname.lastname@example.org.
The journal’s VARIA section maintains an open call for articles concerning Maghrebi cultures: literature, cinema, arts…
Appel à contributions
Présences noires (Romantisme, 2024-3)
Responsables : Sarga Moussa et Carole Reynaud-Paligot
La représentation des Noirs est un sujet central pour le xixe siècle, dans la littérature comme dans les arts, en histoire comme en ethnologie. Siècle des impérialismes, le xixe siècle français est aussi, de facto, celui de la diffusion de discours racialistes et souvent racistes, mais aussi, symétriquement, celui de contre-discours, d’inspiration universaliste, sur l’abolition de l’esclavage, dont le sujet touche forcément à celui des Noirs et des Noires. Ce sont ces voix, dans leurs différences, dans leur capacité, parfois, à dialoguer, y compris de manière intermédiale, mais aussi dans leurs ambivalences, que nous souhaitons retrouver, faire entendre et commenter. […]
Freedom and Emancipation
France’s past is dominated by histories of freedom and emancipation, as people seeking personal and national liberties have fought for the right to live freely and without discrimination. The liberté of liberté, égalité, fraternité reflects the foundational status of freedom in republican universalism, but the Haitian Revolution – with its demonstration of the possibility of universal emancipation – makes it clear that the limits of the concept have been tested throughout the period since the French Revolution. This conference seeks to interrogate the personal and collective resistance in the French-speaking world to forms of discrimination, oppression, and dehumanization. Given Liverpool’s complex historical connection to questions of freedom and emancipation through its instrumental role in the transoceanic trafficking of enslaved Africans, we invite contributions relating to enslavement, indenture, and other forms of forced and unfree labour in the French-speaking world. Yet it is also important to consider how the freedom of citizens across the Francophone world has been limited in other ways too, and to reflect upon historical and contemporary struggles to end oppression and restrictions on autonomy based on race, ethnicity, class, disability, differences, gender, and sexual orientation.
Although the list is indicative and far from exhaustive, we invite papers or panels to consider any of the following themes:
- Enslavement & Unfree Labour
- Abolitionism and resistance of the enslaved
- Decolonisation/independence movements
- Philosophical approaches to freedom
- Freedom of speech
- Censorship and freedom of the press
- Civil rights movements
We invite contributions from scholars at all career stages, but particularly from early career scholars. Papers in English or in French should last for 20 minutes. Please send an abstract of 300 words and a brief biography of 50-100 words to SSFHconference2023@liverpool.ac.uk by 31st January 2023.
Colloque SSFH, Université de Liverpool, 29 juin – 1 juillet 2023
La Liberté et l’émancipation
Conférenciers principaux confirmés : Kate Astbury, Emmanuel Blanchard et Matthew Smith
Le passé de la France est dominé par des histoires de liberté et d’émancipation. Les Français en quête de libertés personnelles et nationales se sont battus pour le droit de vivre librement et sans discrimination. La « liberté » de liberté, égalité, fraternité de la devise nationale reflète le statut fondateur de la liberté dans l’universalisme républicain, mais la Révolution haïtienne – qui suggère la possibilité d’une émancipation universelle – montre clairement que les limites du concept ont été testées tout au long de la période depuis le Révolution française. Ce colloque vise à interroger les résistances personnelles et collectives de la francophonie face aux formes de discrimination, d’oppression et de déshumanisation. Étant donné le lien historique complexe qui existe entre Liverpool et les questions de liberté et d’émancipation à travers son rôle instrumental dans le trafic transocéanique d’Africains réduits en esclavage, nous sollicitons des contributions relatives à l’esclavage et à d’autres formes de travail forcé et non libre dans le monde francophone. Pourtant, nous voulons aussi considérer comment la liberté des citoyens à travers le monde francophone a été limitée d’autres manières, et réfléchir aux luttes historiques et contemporaines pour mettre fin à l’oppression et aux restrictions à l’autonomie fondées sur la race, l’ethnie, la classe, l’invalidité, les différences, le genre, et l’orientation sexuelle.
Bien que la liste soit indicative et loin d’être exhaustive, nous vous invitons à considérer les thèmes suivants sous forme de contribution individuel ou panel complet :
- Esclavage et travail non libre
- Abolitionnisme et résistance des personnes en esclavage
- Mouvements de décolonisation/indépendance
- Approches philosophiques de la liberté
- Liberté d’expression
- Censure et liberté de la presse
- Droit de vote
- Mouvements des droits civiques
Nous invitons des chercheurs à toutes les étapes de leur carrière à soumettre une proposition, mais nous voulons encourager surtout les chercheurs en début de carrière. Les interventions peuvent être en français ou en anglais et doivent être d’un maximum de 20 minutes. Veuillez envoyer des abstraits de 300 mots avec une courte biographie de 50-100 mots à SSFHconference2023@liverpool.ac.uk . Date limite : 31 janvier 2023.
The University of Florida and the University of North Florida will host their first Latin America & Caribbean Digital Humanities Symposium at the George A. Smathers Libraries in Gainesville FL on Friday, March 3, 2023.
We seek proposals for papers, posters, and lightning rounds, on any topic related to Digital Humanities focusing on Latin America and Caribbean Studies. We welcome proposals not only from those in higher education, including students, faculty and staff, but also from cultural institutions and other organizations doing work in the digital humanities.
Proposals of no more than 250 words may be submitted in English, Spanish, or French by February 5, 2023. We encourage people to submit proposals for projects at any stage of completion. You can submit your proposal using our submission form.
This is an in-person event. For anyone interested in participating remotely, please consider submitting a proposal for possible inclusion in the Florida Digital Humanities Consortium (FLDH) Webinar Series (information to come soon).
1.5 Appel à articles : Arborescences – Au delà de l’inclusion pour une pédagogie critique, intersectionnelle et décolonisante
APPEL À ARTICLES
Numéro spécial d’Arborescences
Revue d’études littéraires, linguistiques et pédagogiques de langue française
Au-delà de l’inclusion : pour une pédagogie critique, intersectionnelle et décolonisante
Dir. Hasheem Hakeem et Caroline Lebrec
Si pendant longtemps l’équité, la diversité, l’inclusion et la décolonisation n’ont pas été considérées comme des enjeux d’importance pour l’enseignement du français langue seconde (FLS), leur pertinence est aujourd’hui soulignée par la publication d’ouvrages – par exemple, pour le domaine de l’enseignement du FLS : Teaching Diversity and Inclusion: Examples from a French Speaking Classroom (2021), sous la direction de E. Nicole Meyer et Eliene Hoft-March, et Diversity and Decolonization in French Studies: New Approaches to Teaching (2022), dirigé par Siham Bouamer et Loïc Bourdeau – qui répondent à la nécessité pédagogique de rendre les curriculums de FLS plus inclusifs en matière de diversité.
De quelle diversité parlons-nous ? La conception universelle de l’apprentissage plus connue sous le nom anglophone de Universal Design for Learning (UDL) (Meyer et Rose, 1984) a ouvert la voie à l’inclusion entendue comme une approche pédagogique permettant de penser et de planifier un cours en incluant toutes les personnes ayant un handicap. Plus récemment, le concept d’intersectionnalité (Collins et Bilge, 2020 ; Crenshaw, 1989) a élargi cette définition pour englober ceux de race, d’identité de genre, d’expression de genre, de sexualité et de classe sociale. Le terme d’inclusion renvoie donc à plusieurs formes de diversités dans la salle de classe, considérée certes comme un espace communautaire incluant l’équipe enseignante et le pôle estudiantin, mais aussi comme un lieu où les relations entre individus sont souvent influencées par des dynamiques de pouvoir et de privilège.
Pour Gabrielle Richard (2019), la pédagogie inclusive (ou de la tolérance) « pose problème puisqu’elle implique un rapport de pouvoir entre les personnes qui « tolèrent » (et qui sont dès lors détentrices du pouvoir de le faire ou non) et celles qui « sont tolérées » (et dont la légitimité relève du bon vouloir des premières) » (p. 116). Bien que la pédagogie inclusive reconnaisse l’existence des normes sociales qui contribuent à l’exclusion de certaines personnes ou de certains groupes de personnes, elle ne permet pas suffisamment de défier ou de transformer ces normes. Dans cette optique, la pédagogie inclusive, malgré ses bonnes intentions, finit par maintenir le statuquo, car elle part du principe que tout le monde est égal et évite de « rendre visibles les dynamiques et les constructions sociales oppressives, de comprendre comment elles en sont venues à exister et à perdurer » (p. 124).
Du point de vue de la langue, bien que les spécialistes actuel.le.s (Viennot, Cerquiglini, Lessard, Zaccour, Manesse, Siouffi) approchent le débat en termes de pédagogie inclusive, une dimension critique réside dans la remise en question des idéologies véhiculées par des concepts normatifs, tels que « le masculin l’emporte sur le féminin », qui, s’il s’appliquait à l’origine au genre grammatical, est le produit d’une construction sociale mise en place dès le XVIIe siècle (Vaugelas, 1647). Ainsi, ont été petit à petit enlevées des dictionnaires les formes féminines des noms de métiers si bien qu’aujourd’hui on doit parler de féminisation de la langue française (Viennot, 2016 ; Cerquiglini, 2018), là où en fait il s’agit d’une reféminisation de la langue. Au sein même de la francophonie, pour reprendre l’exemple des noms de métiers et de profession, l’officialisation de la féminisation montre de nombreuses disparités (dans les années 70 au Québec, dans les années 90 en Belgique et en Suisse, en 2019 en France, etc.). Face à toutes ses/ces diversités, comment peut-on encore parler d’une norme ? Une réflexion politique sur la langue que l’on parle et que l’on écrit est donc grandement nécessaire, sur le modèle des travaux en histoire de la langue d’Elianne Viennot (2016, 2017, 2018) ou de Bernard Cerquiglini (2018), ou en biologie du genre d’Anne Fausto-Sterling (1993, 2000, 2018). Dans une perspective de pédagogie critique, lorsqu’on introduit la règle de l’accord du participe passé en classe de FLS, ne serait-il pas souhaitable et souhaité de contextualiser (l’accord historique de proximité) et de présenter des variantes (les formes plurielles de l’écriture inclusive), en offrant aux apprenant.e.s de choisir la forme qui leur convient au lieu d’imposer une norme qui ne reflète pas la diversité de/dans la langue et qui renforce les idéologies sexistes, patriarcales et binaires du genre ?
Bien que l’on parle de langue inclusive, cette réflexion (parmi d’autres qui s’interrogent sur la sexualité, le genre ou la race) prend en considération la dimension du « conflit » portée par la pédagogie critique. En lien avec la sociologie de l’éducation de la fin des années 1960 (voir Apple 1996, 2004 ; Bourdieu et Passeron, 1970 ; Bowles et Gintis, 1976 ; Coleman 1988), la théorie du conflit repose sur la prémisse selon laquelle l’éducation n’est pas neutre ni objective, mais qu’elle est structurée en fonction des intérêts de groupes dominants (Kincheloe, 2008). Pensons notamment aux expériences, visions du monde et productions artistiques et culturelles des membres de populations francophones, racisées, autochtones et queer souvent marginalisées par les manuels de langue française. La pédagogie critique (que l’on peut appeler également une pédagogie du conflit) permet de repenser certaines pratiques pédagogiques traditionnellement adoptées dans la classe de FLS, particulièrement dans les cours de langue. Pour ces raisons, le conflit peut être considéré comme un élément incontournable dans la classe de FLS pour aller au-delà de l’inclusion et vers une pédagogie critique des normes, à travers laquelle les étudiant.e.s apprennent à déconstruire les normes, à être conscient.e.s des différents discours qui les influencent et les construisent, et à explorer la complexité de la langue française et des cultures francophones dans le monde aujourd’hui. Ainsi, tout comme la pédagogie inclusive, mais en allant au-delà, la pédagogie critique a pour but de s’attaquer aux normes et aux dynamiques de pouvoir, d’inégalités et d’exclusion qui servent à maintenir et à renforcer le statuquo (Freire, 2018 ; Giroux, 1981 ; Kincheloe, 2008 ; Richard, 2019).
Pour ces raisons, parce que l’écriture inclusive elle-même a plusieurs formes qui reflètent le plus souvent la binarité (le masculin et le féminin), mais qui offre aussi des moyens d’aller au-delà (l’inclusion de tous les genres), cet atelier propose de traiter le concept d’« inclusion » dans son sens large (handicap, identité de genre, expression de genre, race, sexualité, classe sociale) dans la classe de FLS pour refléter un milieu universitaire plus au service d’un véritable engagement en faveur de la transformation du statuquo et du développement de la pensée critique des étudiant.e.s sur ces concepts d’idéologie de la langue, de la norme, des corpus, des méthodes, voire de tout ce qui fait que l’on planifie un cours en termes de pédagogie critique, et d’approche centrée sur l’apprenant.e (le quoi, le comment et le pourquoi du processus de planification d’un cours critique). Ce numéro spécial portera donc sur la pédagogie critique dans le contexte de l’enseignement du FLS en milieu universitaire. Nous nous intéressons aux multiples façons dont cette pédagogie peut être mobilisée concrètement dans la classe de FLS pour amener les étudiant.e.s à réfléchir de manière critique sur la construction sociale des normes, liées entre autres, à la sexualité, à l’identité et à l’expression de genre, à la race, à la capacité, à la langue et à la classe sociale. Nous sommes aussi intéressé.e.s aux réflexions théoriques sur les approches pédagogiques critiques, ainsi qu’aux études empiriques mettant en œuvre ces approches dans la classe de FLS. Nous invitons donc des articles qui portent sur la pédagogie critique d’un point de vue théorique ou pratique (de façon non exhaustive) :
- Réflexions théoriques qui articulent le passage de la pédagogie inclusive à la pédagogie critique (la langue et les idéologies qu’elle véhicule, la norme et ses variantes historiques et/ou francophones, etc.)
- Réflexions comparatives sur les significations des concepts d’inclusion et d’exclusion à travers les langues (par exemple, les disparités sémantiques entre le français et l’anglais lorsque l’on parle d’inclusion et d’exclusion, ou les approches de l’écriture inclusive/neutre dans les langues romanes)
- Réflexions théoriques sur la pédagogie critique (antioppressive, queer, antiraciste ou décolonisante) et sur les pratiques EDID (équité, diversité, inclusion, décolonisation)
- Exemples d’approches pédagogiques queer, antiracistes ou décolonisantes dans la classe de FLS (aux niveaux débutant, intermédiaire et/ou avancé)
- Analyse de manuels, de ressources et/ou du curriculum de FLS (stratégies et limites)
- Indigénisation et/ou décolonisation du curriculum de FLS
- Études empiriques et recherche-action impliquant les futur.e.s enseignant.e.s de français (les étudiant.e.s de premier cycle, de maîtrise ou de doctorat) et/ou des enseignant.e.s de FLS
- Évaluation du FLS et pédagogie critique (réflexions et approches)
- Renouvellement du curriculum en fonction des personnes minorisées actuellement sous-représentées (stratégies et défis, par exemple en ce qui concerne la gestion de sa position sociale/posture pédagogique dans la salle de classe critique)
Procédure de soumission
Les propositions, d’une longueur maximale de 300 mots, doivent indiquer le nom du/de la chercheur.e, son affiliation institutionnelle, s’il y a lieu, et son courriel. Les propositions sont à envoyer au plus tard le 1er mars 2023, par courriel à :
Hasheem Hakeem, Université de Calgary, email@example.com
Caroline Lebrec, Université de la Colombie-Britannique, firstname.lastname@example.org
- Soumission d’un projet d’article (titre, résumé, notice biographique) d’ici le 1ermars 2023.
- Réponse du comité scientifique le 15 mars 2023 au plus tard (proposition acceptée ou refusée).
- Rédaction d’un article de 25 pages maximum (incluant la bibliographie) et soumission au comité scientifique au plus tard le 15 août 2023.
- Évaluation à l’aveugle des articles à l’automne 2023.
- Réponse du comité à l’hiver 2024. Allers-retours avec le comité scientifique et/ou le comité éditorial.
- Publication du numéro à l’automne 2024.
1.6 Afterlives of Empire in the Public Imagination (21 – 22 September 2023, Sapienza Università di Roma)
The resurgence of nationalist ideologies in Europe and the US has reignited interest in the histories and legacies of modern Empires. As of late, this has been strongly visible in the UK. The role of imperial nostalgia in the debates that paved the way for Brexit has drawn the attention of historians and cultural critics to how the memories and myths of Empire informed Europe-free imaginaries. Recent historical works have fruitfully investigated the legacies and memory of Empire in the UK and the unaddressed legacies of colonial rule, such as, in Caroline Elkins’s phrase, its “legac[ies] of violence”.
Taking its cue from the renewed interest in imperial history, this conference will center on the memory of new imperialism (1870-1914) and its immediate aftermath, focusing on key moments from the postwar years to the present moment. It will start from the premise that “Empire” was a cultural, institutional, and political entity that wove together colonialism, propaganda, predatory capitalism, militarism, missionary nationalism, biological racism, martial masculinity, and a heavily ideologized production of knowledge. On this assumption, the conference will investigate uses and reinventions of imperialist figures, myths, and ideas, focusing on fiction, memoirs, poetry, graphic narratives, popular history, TV series, films, and video games, as well as on the cross-fertilization of post-imperial discourses.
We invite scholars working in modern literatures, literary studies, media studies, cultural studies, and modern history to submit proposals on topics including, but not limited to:
- The public uses of history in debates on Empire;
- Memoirs on, and memories of, Empire;
- Anti-colonial perspectives and post-imperial myths;
- Imperialism and neo-imperialism;
- Xenophobia, migrations, and imperial nostalgia;
- The persistence of “race”;
- The afterlives of imperialist “classics”;
- Museums and the imperial past.
Presentations should be in English or French and under 20 minutes.
Please send abstracts of 250-300 words, together with your contact details and affiliation, to: email@example.com by 15 March 2023.
The conference will take place in person.
1.7 DSA2023 CfP: Anthropocene and the Global South. Decolonizing knowledge through spatial imaginaries and the everyday
Panel Convenor: Selma Benyovszky (University of Reading)
Discussant: Olivia Mason (Newcastle University)
Date and place: 28-30 June 2023, Reading, UK (hybrid format)
Please, submit your paper proposal by the 10th of February by using this link.
The anthropocene – and its associated human-nature relationships – date from the commencement of significant human impact on Earth’s geology and ecosystems and the scientific, technological, and socioeconomic changes linked to modernity (Radcliffe, 2022; Moldan, 2015). Modernity’s relationship with the Anthropocene is in turn deeply interconnected with coloniality. Yet, despite a growth of discussions in geography around decoloniality (Jazeel, 2017; Müller, 2021; Naylor et all., 2018; Noxolo, 2017; Radcliffe, 2022), the modernity-coloniality nexus remains underexplored. Moreover, the increase in disaster and crises due to global warming prompt the Global North to seek examples of adaption and resilience from the Global South. Water shortages, food insecurity, air pollution, heatwaves, and desertification (amongst other impacts of climate change) are no more seen as problems exclusively related to the Global South. Following the debates on decolonization in geography, this panel looks into Global South perspectives and explores how both climate imaginaries and everyday experiences are connected to the environmental crises of the Anthropocene.
This panel will question how the endeavours of decolonizing knowledge could be used to connect the imaginaries and everyday experiences of the environmental challenges that both South and North, West and East face. Through spatial and discourse imaginaries (Foucault, 2002; Mignolo, W.D. & Escobar, A. 2018; Sundberg 2014), decolonial lenses (Mbembe, 2001; Radcliffe 2017; Clayton, D., & Kumar, M. S., 2019) and human and non-human interrelationships (Boelens et al., 2016; Bakker & Bridge, 2006, Jazeel, 2019), this panel will critically engage with concepts and theories of critical geography to overpass the classic division between North and South.
Submissions are invited on questions that include but are not limited to:
➢ How do spatial imaginaries shape the way environmental topics are studied and explored in different parts of the world?
➢ What forms does the de/colonisation of the Anthropocene take in Geography? How does this affect the discipline of Geography?
➢ How can decolonial approaches be used to study concepts in Geography related to the
➢ What are the challenges of disciplinary and geographical imaginaries?
➢ How can we enhance understandings of climate change related issues through conversations between Global North and Global South?
➢ What is the relationship between modernity and colonisation in understandings of the Anthropocene?
Bakker, K., & Bridge, G. (2006). Material worlds? Resource geographies and the `matter of nature’.
Progress in Human Geography, 30(1), pp. 5–27.
Boelens, R., Hoogesteger, J., Swyngedouw, E., Vos J., Wester, P., 2016. Hydrosocial territories: a
political ecology perspective, Water International, 41:1, p. 1-14.
Clayton, D., & Kumar, M. S. (2019). Geography and decolonisation. Journal of Historical Geography,
Foucault, M. (2002). The order of things: An archaeology of the human sciences. Psychology Press.
Jazeel, T. 2019. Postcolonialism. London, Routledge.
Mbembe, A. (2001). On the Postcolony. University of California Press.
Mignolo, W. and Walsh, C.E. (2018) On decoloniality: concepts, analytics, praxis. Durham, NC: Duke
Moldan, B. (2009). Podmaněná planeta. Nakladatelství Karolinum.
Müller, M. (2021). Worlding geography: From linguistic privilege to decolonial anywheres. Progress in
Human Geography, 45(6), 1440–1466.
Naylor, L. et al. (2018) ‘Interventions: Bringing the decolonial to political geography’, Political
Geography, 66, pp. 199–209.
Radcliffe, S.A. (2017). Decolonising geographical knowledges. Transactions of the Institute of British
Geographers, 42, pp. 329-333.
Radcliffe, S. A. (2022). Decolonizing geography : an introduction. Polity Press.
Sundberg, J. (2014). Decolonizing posthumanist geographies. Cultural Geographies, 21(1), pp.33-47.
*Conference at the University of Warwick*
*May 12-14, 2023*
Stefano Bellin (University of Warwick)
Guido Bartolini (Ghent University)
Michael Niblett (University of Warwick)
*Deadline to submit a paper proposal:* February 10, 2023
*Conference webpage: *Rethinking Habitability in the Age of the
*Call for papers: *
Although the world seems to be drifting towards the conflictual opposition
between large geopolitical blocs, and the pandemic and the war in Ukraine
have reshaped the dynamics of globalisation, there is no doubt that many of
the key issues of our time are global in nature and scope. Indeed, we could
argue that the most important social and political battles of the
twenty-first century are fought in the global arena. Climate change,
international migrations, pandemics, neoliberal capitalist exploitation,
racialised patterns of exclusion and discrimination, gentrification are
just some of the global challenges that characterise our time. As Olúfẹ́mi
O. Táíwò argues in *Reconsidering Reparations*, because slavery and
colonialism fundamentally shaped the world we live in, we should be
thinking more broadly and holistically about how to remake the world
system. Moreover, since human beings have become a geophysical force
capable of radically affecting the climate system of the planet as a whole,
the ‘planetary’ is also emerging as an analytical category and as a matter
of human concern. Indeed, as Dipesh Chakrabarty points out in *The Climate
of History in a Planetary Age*, ‘in our own awareness of ourselves, the
“now” of human history has become entangled with the long “now” of
geological and biological timescales, something that has never happened
before in the history of humanity’ (p. 7). We therefore need to connect the
planetary with the global, the geologic arc of the
Anthropocene/Capitalocene with the time of human history and experience,
with a particular attention to the colonial, racial, and gendered
oppressions that link the human world to the vast processes and timescale
of the Earth system.
Bringing together literary and cultural studies, art and film studies,
critical race theory, environmental humanities, and philosophy, this
international conference will explore how different cultural texts might
facilitate our critical and political engagement with forms of violence and
injustice that are global in nature and scope. Drawing connections between
the concepts and the practices of ‘global responsibility’ and
‘habitability’, the conference will discuss how different natural, social,
and cultural forces shape the habitability of different environments on
Earth, as well as our individual and collective responsibility for making
the world not just habitable but also compatible with the flourishing of
The key questions that this conference seeks to address are:
– How can literature, film, and other forms of art help us to think
through the notions of ‘global responsibility’ and ‘habitability’?
– What makes the Earth habitable, and how does human culture, action and
neglect affect that habitability?
– To what extent and in what sense are we responsible for making the
Earth a place where different forms of human and nonhuman life can live and
– What are the conditions for a good life and how are these conditions
represented in mass culture?
– How and to what extent can cultural work challenge political and
social structures of oppression?
– How can different cultural texts and artistic media develop our
political imagination and sense of responsibility?
– How does the past influence habitability and life conditions in the
– How do ongoing patterns of violence, injustice, and accumulation
affect habitability and life’s capacity to flourish?
– What does it take for life to survive and flourish?
This international conference welcomes scholars across the arts &
humanities working in all geographical areas and theoretical frameworks,
and encourages proposals that take an interdisciplinary or
Suggested topics include (but are not restricted to):
– Literature, film, art, philosophy and the question global
– Critical perspectives on what makes an environment habitable
sociologically, culturally, and ecologically
– Intersectional analyses of ‘global responsibility’ and ‘habitability’
– How the global racial empire affects ‘habitability’ and ‘global
– Cultural texts that address forms or patterns of injustice that are
global in nature and scope
– Cultural work, differentiated solidarity, and the challenge of ‘elite
capture’ (Táíwò 2022)
– Literature, film, art, philosophy and the struggle of ‘remaking the
world’ (Getachew 2019)
*Confirmed Invited Speakers:*
– Emily Baker (UCL)
– Stef Craps (University of Ghent)
– Martin Crowley (University of Cambridge)
– Esther Figueroa (Independent researcher and filmmaker) Film screening
+ virtual Q&A
– Tiago de Luca (University of Warwick)
– Rashmi Varma (University of Warwick)
The conference attendees will also have the opportunity to visit the
exhibition ‘Our Fragile Earth’ organised by the Habitability Global
Research Priority, which will be held in the ruins at Coventry Cathedral
from 8 May 2023 to 21 May 2023.
The organisers invite proposals for 20-minute presentations. We strongly
encourage attending the conference in-person, but in a limited number of
cases it might be possible to make arrangements for an online presentation.
*Please send a 300-word (approximately) abstract, contact details and a
brief bio by 10 February 2023 *to firstname.lastname@example.org
Please note: there will be a standard fee of £30 to help defray catering
and room booking costs. ECRs (up to 5 years after the end of the PhD) and
staff on a temporary contract will be charged a reduced fee of £20, while
postgraduates and the unwaged can participate in the conference for free.
This conference has been made possible thanks to the kind and generous
support of the Habitability Global Research Priority (GRP)
<https://warwick.ac.uk/research/priorities/habitability/> and the Humanities
Research Centre <https://warwick.ac.uk/fac/arts/hrc/> at the University of
Please find below two CFPs for sessions organized by LLC Francophone for the 2024 MLA conference. Please send in your submissions and share with your networks.
Calls for Papers
Sessions organized by the Francophone Forum at the Modern Language Association Convention (January 4-7, 2024, Philadelphia)
Affect and Performance
Proposals on emotions (joy, sorrow, admiration, fear, excitement, anger) and performance (art, music, film, theater, readings) in Francophone contexts. 250-word abstracts to Maya Smith (email@example.com) by March 15, 2023.
Sentimental (Mis)Educations: Joys and Sorrows of Childhood
Proposals on childhood, play, nostalgia, growing up, growing sideways, and trickster narratives in the Francophone world. 250-word abstracts to Annette Joseph-Gabriel (firstname.lastname@example.org) by March 15, 2023.
Open for Submissions
Modern Languages Open (MLO) is a peer-reviewed platform for the Open Access publication of research from across the modern languages to a global audience.
– Interdisciplinarity across the modern languages and engagement with other fields from a modern languages perspective
– Gold Open Access under a CC-BY licence
– Rigorous peer review and pre-publication interactivity post-publication
– Flexibility on article length from 3,000-15,000 words
– International dissemination under the imprimatur of a university press.
Current sections are: Comparative Literature; Digital Modern Languages; Film; French and Francophone; German Studies; Hispanic Studies; Italian; Linguistics; Portuguese and Lusophone; and Russian and Eastern European Languages.
How to Submit Your Work
To submit an article online, and to check the status of your submission, you need to have an account with Modern Languages Open.
Institutional Memberships to MLO
Institutions are able to become members of MLO for £2000/$3000. An MLO membership entitles scholars in a member institution to publish five articles (equivalent to a saving of £500/$750) without time limit, provided those articles pass rigorous peer review. VAT will be added where applicable. Please contact Emma Burridge (email@example.com) for details or forward this email onto your librarian to recommend an MLO membership.
On behalf of Liverpool University Press
|Position Rank: Full Time Professorial Stream – Assistant Professor|
|Discipline/Field: Black Politics|
|Home Faculty: Liberal Arts & Professional Studies|
|Home Department/Area/Division: Politics|
|Position Start Date: July 1, 2023|
|The Department of Politics, Faculty of Liberal Arts & Professional Studies, York University invites highly qualified candidates to apply for a professorial stream tenure-track appointment in Black Politics at the Assistant Professor level, to commence July 1, 2023. Salary will be commensurate with qualifications and experience. All York University positions are subject to budgetary approval.
This opportunity is open to qualified individuals who self-identify as Black peoples of African Descent (for example Africans and African heritage people from the Caribbean, Americas, Europe). Recognizing the underrepresentation of Black faculty, this opportunity supports the University’s Affirmative Action program and has been developed based on the special program provisions of the Ontario Human Rights Code. To receive full consideration, candidates should complete and submit a self-identification form as part of York University’s Affirmative Action program (detailed below). The position is part of a cohort hire across a number of faculties and fields of study. The successful candidate will be joining a vibrant scholarly community at York, where we aspire to achieve equity and diversity in all areas, including race equity. Read more about York’s investment in Advancing Black Research & Scholarshipincluding recipients of the inaugural York Black Research Seed Fund awards.
A PhD in Politics or related field by July 1, 2023 is required. The successful candidate will establish or hold promise to develop an international reputation for the excellence of their contribution to the critical study of Black Politics, broadly defined to encompass any facet of Black political studies. Their research should complement the present scholarly profile of the Department and develop it in new and innovative ways. Theoretical or empirical contributions are welcomed, as are any geographical foci or transnational orientations. Applicants should have a clearly articulated research program as well as a demonstrated capacity for teaching contributions at the graduate and undergraduate levels.
The successful candidate will be expected to engage in outstanding, innovative, and, as appropriate, externally funded research at the highest level.
Candidates must provide evidence of research excellence or promise of research excellence for junior appointment of a recognized international calibre as demonstrated in: the research statement; a record of publications (or forthcoming publications) with significant journals in the field; presentations at major conferences; awards and accolades; and strong recommendations from referees of high standing.
The position will involve graduate teaching and supervision, as well as undergraduate teaching and the successful candidate must be suitable for prompt appointment to the Faculty of Graduate Studies.
Evidence of excellence or promise of excellence for junior appointment in teaching will be provided through: the teaching statement; teaching accomplishments and pedagogical innovations including in high priority areas such as experiential education and technology enhanced learning; teaching evaluations; and strong letters of reference.
York is a leading international teaching and research university, and a driving force for positive change. Empowered by a welcoming and diverse community with a uniquely global perspective, we are preparing our students for their long-term careers and personal success. Together, we can make things right for our communities, our planet, and our future.
York University has a policy on Accommodation in Employment for Persons with Disabilitiesand is committed to working towards a barrier-free workplace and to expanding the accessibility of the workplace to persons with disabilities. Candidates who require accommodation during the selection process are invited to contact Professor Anna M. Agathangelou, Chair of the Search Committee at firstname.lastname@example.org.
All qualified candidates are encouraged to apply; however, Canadian citizens, permanent residents, and Indigenous peoples in Canada will be given priority. No application will be considered without a completed mandatory Work Status Declarationform.
York University is an Affirmative Action (AA) employer and strongly values diversity, including gender and sexual diversity, within its community. The AA Program, which applies to women, members of racialized groups, Indigenous peoples, persons with disabilities, and those who self-identify as 2SLGBTQ+, can be found at http://acadjobs.info.yorku.caor by calling the AA line at 416-736-5713. Applicants wishing to self-identify as part of York University’s Affirmative Action program can do so by downloading, completing, and submitting this voluntary self-identification form.
The deadline for receipt of completed applications has been extended to February 10th, 2023.
Applications, including a cover letter, an up-to-date curriculum vitae, a statement of research and teaching interests, teaching evaluations, and three confidential letters of reference, may be uploaded to https://apply.laps.yorku.cabeginning on October 27th, 2022.
Questions may be directed to Professors Anna M. Agathangelou, Chair of the Committee, and Karen Murray, Chair, Department of Politics, Faculty of Liberal Arts and Professional Studies at email@example.com (Subject line: Position in Black Politics).
|Posting End Date: February 10, 2023|
SFS Prize Research Fellowship
*Please note that the deadline for applications is 31st January 2023*
The SFS Prize Fellowship is open to academics in all areas of French Studies (see below), and will cover the cost of a one-semester replacement lectureship at the lowest point of the Junior Lecturer scale (to include gross salary, National Insurance, superannuation and a London allowance where applicable) to enable the successful candidate to take research leave. The Fellowship will be tenable for a period in the 2023-24 academic session and the deadline for application is 31st January 2023.
Applications will only be accepted from full-time employees of a Higher Education Institute in the UK or Ireland who have not benefited from externally-funded research leave in the three years prior to the date on which the Fellowship would commence. Candidates must have been a member of the Society at the appropriate rate for each of the three years prior to the Fellowship. The overriding criteria for selection are (i) the potential of the proposed research to result in a major contribution that will enhance the standing of French Studies both within the UK and Ireland and further abroad; and (ii) the academic standing and achievements of the candidate, taking into account their current career stage.
Current members of the SFS executive committee are not eligible to apply for this scheme.
Candidates are invited to send a research proposal with a maximum length of 3 A4 pages in a font no smaller than Arial 10 or Times New Roman 11, together with a short CV (5 pages max.), to the Vice-President of the Society, Professor Michael Syrotinski at firstname.lastname@example.org.
All applications must be accompanied by a letter from the candidate’s Head of Department, Dean or other managerial post-holder to specify the costs of replacing the Fellow with a full-time appointment (normally at the most junior point of the lecturer scale at the institution concerned) to undertake the normal duties of the applicant for the duration of the Fellowship, and to guarantee that the funding will be used for this purpose alone.
The Fellowship may not be combined concurrently with another funded leave. The successful research proposal will be published in French Studies Bulletin, together with a short statement explaining how it makes a contribution to the Society’s mission. Fellows will also be required at the termination of the Fellowship to publish there a further short piece of 1,000 words relating in some way to their research on the project. The Fellowship must be acknowledged in all publications arising directly from the award.
2.3 Black Europe and the Atlantic World/ Postdoctoral Fellowship at the Center for Black European Studies and the Atlantic (Carnegie Mellon University)
The Center for Black European Studies and the Atlantic, in conjunction with the Department of Modern Languages, at Carnegie Mellon University, invites applications for a two-year, non-renewable postdoctoral fellowship in Black Europeans Studies. We encourage scholars with deep interest in the study of culture and identities in one of the languages offered in the department: French, German, Spanish, Portuguese, Italian, Russian and Arabic. We seek a rising scholar (candidates who received, or will receive, their Ph.D. degree between 2018 and August 30, 2023) whose work is grounded in a transdisciplinary understanding of race within the Atlantic World.
CBESA is an interdisciplinary research hub established in December 2022. It is dedicated to the collection, production, restoration and dissemination of scholarship on people of African descent in Europe, and the study of exchanges between Black Europe, Africa and the Americas. Led by its founder, Dr. Mame-Fatou Niang, CBESA aims at fostering collaboration between scholars, educators, policy makers and communities, as well as producing educational programs on transatlantic circulations of Blackness.
Qualifications : A completed PhD (2018 and after) or PhD completed by August 30, 2023 (with confirmed timeline for defense).
Application instructions: To ensure full consideration, applications must be received by 11:59pm (ET) on March 30, 2023. Applicants should submit 1) a current CV, 2) a cover letter addressing research and teaching, and 3) the names and contact information for three professional references.
Competitive salary + benefits/ No teaching responsibilities
The successful candidate will benefit from a strong and growing support of interdisciplinary humanities research and teaching at Carnegie Mellon, including such initiatives as the Center for the Arts in Society, the Center for Africanamerican Urban Studies and the Economy, and the Askwith Kenner Global Languages and Cultures Room.
Carnegie Mellon University is committed to increasing the diversity of its community on a range of intellectual and cultural dimensions. Carnegie Mellon welcomes applicants who will contribute to this diversity through their research, teaching and service. We seek to meet the needs of dual-career couples and is a member of the Higher Education Recruitment Consortium (HERC) that assists with dual-career searches. Please visit “Why Carnegie Mellon” to learn more about life in Pittsburgh and becoming part of a welcoming institution that inspires innovations.
Please direct inquiries to: Dr. Mame-Fatou Niang email@example.com
The Department of French Studies at Louisiana State University is proud to once again offer a $25,000 per year Edouard Glissant Fellowship to the top doctoral program applicant who enrolls in our Fall 2023 incoming class. The award will support Glissant fellows throughout their graduate work in French at LSU until completion of the PhD. Students holding BA or MA degrees should apply to the PhD program to be considered for the Glissant fellowship; all eligible applicants will be considered. This prestigious award is named after the world-renowned poet, novelist, essayist, and theorist, Edouard Glissant, who directed the Center for French and Francophone Studies at LSU from 1988 to 1993. The deadline for applications is February 15, 2023. To apply, please visit French Studies, Department of (lsu.edu) and/or email Dr. Greg Stone, Chair, LSU Department of French Studies (firstname.lastname@example.org).
2.5 Fully-funded PhD with ILCS/ALL ‘Transnationalism, Culture and Race in the Modern Foreign Languages Secondary Classroom’
Applications are invited for a fully-funded PhD on the topic of ‘Transnationalism, Culture and Race in the Modern Foreign Languages Secondary Classroom’, to begin full- or part-time in October 2023.
This is a Collaborative Doctoral Award (funded by the AHRC’s London Arts and Humanities Partnership, LAHP) and the successful candidate will work as part of a supervisory team from the Institute of Languages, Cultures and Societies (ILCS) at the University of London, and the Association for Languages Learning’s Decolonise Secondary MFL Special Interest Group.
The studentship includes a stipend at the Research Council UK Home/ EU rate (£19,668 per annum – 2022/23 rate) plus fees for three and a half years. The awarded candidate will also be entitled to a £550 per annum stipend top-up. Studentships can be either full or part-time. As a LAHP student, the successful candidate will have full access to the LAHP Doctoral Training Partnership development activities and networking opportunities, joining a cohort of about 90 students per year.
Applicants will require knowledge of one of the main languages taught in the English Modern Foreign Languages (MFL) curriculum (preferably French and/or Spanish). While applicants would normally be expected to hold a Masters degree, we also encourage those with alternative qualifications (such as PGCE) and/or other relevant experience in a Modern Languages classroom.
Black and Global Majority candidates are particularly encouraged to apply.
The deadline for applications with LAHP is: 5pm on Friday 27th January 2023.
To apply and for more information, please see here: https://www.lahp.ac.uk/prospective-students/collaborative-doctoral-awards-projects-available/
Please note, candidates will first have to submit an application for a PhD place to ILCS prior to submitting their CDA application to LAHP: https://www.sas.ac.uk/postgraduate-study/our-courses/mphilphd-programmes/phd-institute-languages-cultures-and-societies **
**We encourage potential applicants to contact the supervisors before submitting their application, for further guidance on the process. If you are interested in applying, please write to email@example.com and firstname.lastname@example.org
2.6 Lecturer in French Language, Nottingham Trent University (Nottingham Institute of Languages and Intercultural Communication – School of Arts & Humanities)
|Salary:||£35,505 to £39,338 pro rata as this is a 0.5 FTE post.|
|Placed On:||17th January 2023|
|Closes:||29th January 2023|
Salary £35,505 – £39,338 pro rata as this is a 0.5 FTE post.
We are deeply proud of our academic community. Nottingham Trent University (NTU) is a diverse and dynamic learning environment, defined by a shared sense of respect for all its people. Our mission is to be bold, to do the right things and to change lives, and our academics are key to realising those goals. Their work continues to reinforce our credentials as an award-winning university, and a research centre of excellence.
Our continued success — underpinned by the number of prestigious national awards we’ve won — has hinged on two commitments: forging excellent partnerships around the world and harnessing the talents of all our people. We secured a ‘Gold’ rating in the government’s Teaching Excellence Framework; received the Queen’s Anniversary Prize for our pioneering research; and in 2018, we were the first UK university to sign the Social Mobility Pledge, further demonstrating our commitment to ensuring ‘success for all’. NTU is a university at the peak of its powers, but we know we can still go even further. That’s why we’re now looking for new, passionate, ambitious people to join our community.
Nottingham Trent University is seeking a highly motivated and suitably qualified Lecturer in French Language (0.5 post) to contribute to the University Language Programme.
The University Language Programme (ULP) at the Nottingham Institute for Languages and Intercultural Communications within the School of Arts & Humanities provides students and staff across the university, as well as members of the general public, with the opportunity to learn a new language or improve their existing language skills. Our language courses are designed to build students’ ability and confidence to communicate freely in their chosen language.
You will work under the direction of the Subject Leader, the Programme Manager and Course Leaders for the ULP and the Head of Department of the Nottingham Institute for Languages and Intercultural Communications (NILIC) in delivering high quality teaching and learning to undergraduate, postgraduate and external students. Delivery of classes includes active use of the University’s virtual learning platform. Duties will consist of e.g., preparation, delivery, and marking (including moderation and/or second marking).
Classes are normally two hours in length, and often take place in the evenings as well as during the day.
You will need to be an experienced language teaching specialist, with excellent interpersonal skills and the ability to teach a language effectively using a variety of learning methods. Please see more details in the Person specification.
If you are in the early stages of an academic career and are considering joining NTU, then our Early Career Academic Development Programme could be just right for you.
Interview Date: Thursday 9th Feb 2023, p.m.
If you have specific queries in relation to this role, please contact Dr Christine Leahy, Principal Lecturer and Programme Manager for the University Language Programme (email@example.com)
|Salary:||£42,155 to £51,805 per annum. Grade 8|
|Placed On:||26th January 2023|
|Closes:||13th March 2023|
Vacancy terms: Full-time, permanent from 01 August 2023
Hours per week: 37.5
Advert closes midnight on: 13 Mar 2023
About the role
This is an exciting role which forms an integral part of the department’s teaching and research. You will develop a portfolio of internationally recognised publications, that are world leading in terms of originality and significance. You will attract research income either on an individual or collaborative basis, whilst ensuring we make links both regionally and nationally with other contacts in academia and industry.
In addition, you will take responsibility for undergraduate and postgraduate teaching in the fields of French Studies. With experience of teaching undergraduate and postgraduate students in lectures, tutorials, seminars and classes, you will design and deliver course materials and assess them appropriately. Seeking student feedback through a variety of sources, you will respond constructively and seek to make changes where required.
With a PhD and extensive teaching experience in a relevant subject, you will have a sound knowledge in the field. You will be able to evidence the ability to teach undergraduate and postgraduate students in lectures, tutorials and seminars at University level. You will have the ability to communicate clearly and effectively with staff and students alongside an ability to design and deliver course materials and to assess them appropriately.
For informal enquiries, please contact Dr Clara Garavelli via email at firstname.lastname@example.org
We anticipate that interviews will take place during week commencing the 24 April 2023.
The University of Leicester has been changing the world, and changing people’s lives, for 100 years. When you join us, you’ll become part of a community of Citizens of Change, which includes not only our staff and our current students but also thousands of Leicester graduates around the world.
As a diverse and forward-thinking employer, we embed the principles of equality, diversity and inclusion into everything we do. That includes not just our core missions of teaching and research, but also our support for staff, students and our local community.
We’re committed to the wellbeing of all our staff and to the sustainability of our environment, on our campus and beyond. We offer a competitive salary package, excellent pension scheme and a generous annual leave allowance, along with opportunities to develop your career in a supportive and collaborative environment.
Please find below details of the ASMCF Peter Morris Memorial Postgraduate Travel Prize. The deadline for applications is 15th February 2023. For more details about awards/prizes, please visit the ASMCF website: https://asmcf.org/funding-prizes/
The Association for the Study of Modern and Contemporary France is inviting applications to the Peter Morris Memorial Postgraduate Travel Prize. In memory of the late Peter Morris, the award of £500 will be made to a postgraduate student to contribute towards travel costs incurred on a short trip to France.
The terms and conditions of the prize are as follows:
Applications should be submitted in advance of the trip, which may take place at any time during the twelve months following the deadline for applications.
A subcommittee convened to adjudicate the prize will look for evidence that the trip has been well planned and that the student has attempted to maximize the benefits to be drawn from the time in France. Each student shall be required to provide a letter of support from his or her supervisor. Bids to other funding bodies either pending or known should be disclosed.
Malcolm Bowie Prize 2022
In 2008 the Society for French Studies launched an annual Malcolm Bowie Prize, to be awarded for the best article published in the preceding year by an early-career researcher in the broader discipline of French Studies.
Malcolm Bowie was not only the most eminent and inspirational Anglophone scholar of French literature and theory of his generation, he was a towering figure in the field because of his tireless devotion to the scholarly community both in the UK and abroad, his service to the Society for French Studies offering but one example of this: he was President of the Society from 1994 to 1996, as well as General editor of its journal (French Studies) from 1980 to 1987. The Society felt that it was particularly appropriate to honour his memory by founding a prize for which only early-career scholars will be eligible, since he was a remarkable mentor to countless younger scholars, both in the UK and abroad.
Entries for 2022 are open now. The closing date is 28 February 2023.
The award includes:
a cash prize of £1000;
expenses-paid travel to the next annual conference of the Society for French Studies;
mention in the French Studies Bulletin and on the Society for French Studies website.
These guidelines relate to the 2022 round of the competition.
The Society invites nominations of articles published during 2022 from editors of learned journals, editors or publishers of collected volumes, and heads of university departments. Authors may not self-nominate (though they may ask editors, publishers, or university departments to consider nominating them). There is a limit of one entry per author per calendar year while eligible. Where more than one nomination for an author is received, the panel chair will ask for the author’s preference as to which entry goes forward. To be eligible for nomination, authors must be within five years of obtaining their PhD when their article is published. In addition, they must either have been registered for their PhD or worked since then in a Department of French/Modern Languages, or equivalent. Articles may be published anywhere in the world, but must be written in French or English.
Nominations should be submitted by email to Professor Diana Holmes (email@example.com), together with a statement which includes full publication details of the article concerned and an indication of how the candidate satisfies the two criteria for eligibility specified above. Nominations should be accompanied by a PDF file of the article as it appears in print. Nominations not accompanied by a PDF file will not be valid.
The deadline for receipt of nominations for the 2022 Prize (including the article itself) is 28 February 2023. Entries may be submitted immediately.
We are delighted to announce that Alexandra Reza (University of Bristol) and Mame-Fatou Niang (Carnegie Mellon University) have joined the Advisory Board of the Bulletin of Francophone Postcolonial Studies, joining the existing board members Patrick Crowley, Charles Forsdick, Pierre-Philippe Fraiture, Nicki Hitchcott, and David Murphy. The current issue of BFPS (13.2, autumn 2022) can be accessed here.
Contributions on any topic related to Francophone Postcolonial Studies are invited for inclusion in future issues. Authors should submit electronically two copies of their article, 4,000-8,000 words, in English or French to BFPS editor Sarah Arens. Articles should conform in presentation to the guidelines in the MHRA Stylebook, providing references in footnotes, rather than the author-date system. All articles submitted to the BFPS will be refereed by two scholars of international reputation, drawn from the advisory and editorial boards. To facilitate the anonymity of the refereeing process, authors are asked that their manuscript (other than the title page) contains no clue as to their identity. Book reviews (between 600 and 1000 words in length) should be sent to BFPS book review editor Jemima Paine. Conference reports (500 words max.) should also be sent to BFPS editor Sarah Arens.
The deadline for the receipt of articles to be included in the spring issue is 16 January; the deadline for the autumn issue is 1 August.
Book Reviews Editor
3.4 Caribbean seminar by Dr Stève Puig: ‘Haiti and Congo: transatlantic solidarity in Youssoupha’s rap’, Wednesday 15th February
Yesu Persuad Centre for Caribbean Studies
As part of our Research Seminar Series, we are delighted to announce our next speaker:
Dr Stève Puig:
Haiti and Congo: transatlantic solidarity in Youssoupha’s rap
Dr Puig’s online talk will cover the Franco-Congolese rapper, Youssoupha and his influences and his admiration for Haiti and its history.
This event will be online on Teams on Wednesday 15th February, 5pm UK time.
Please register by emailing Lisa.D.Cook@warwick.ac.uk<mailto:Lisa.D.Cook@warwick.ac.uk>
You will receive an email invitation with the link to access the seminar.
The Millstone Fellowship provides $5000 for research in France (which includes the DOM-TOM, now known as DROM-COM). Eligibility is restricted to doctoral students, untenured and adjunct faculty members, and independent scholars who reside in North America and whose research related to French and Francophone history and culture requires work in archives, libraries, or other repositories in France. Preference is given to doctoral students and scholars in the early stages of their careers who show demonstrated need.
Applications should include in a single PDF or Microsoft Word (.doc or .docx) file:
- A curriculum vitae, including current contact information.
- A description of the project not to exceed five double-spaced pages. The description should explain the project’s purpose and significance, its contribution to scholarship on France and the Francophone world, and how the proposed Millstone Fellowship travel fits in with past and future research trips related to the project.
- A statement of prior and current funding for this project. In list form, indicate the source, amount, and time covered by each award, including graduate student stipends, startup funds, and other sources that indirectly support the project.
Letters of recommendation are not required. All materials should be combined into a single file and submitted as e-mail attachments in PDF or Microsoft Word format to firstname.lastname@example.org. The file name should include the applicant’s last name and the e-mail subject line must carry the header “Millstone Fellowship.” Proposals will be reviewed by a four-member committee chaired by the Vice President of the Western Society for French History.
Please find below details of the ASMCF-SSFH’s Schools Liaison and Outreach Fund for French and French History . The deadline for applications is 31st January 2023, with following deadlines on 31st May 2023 and 29th September 2023. For more details about awards/prizes, please visit the ASMCF website: https://asmcf.org/funding-prizes/
This prize is jointly funded by the Association for the Study of Modern and Contemporary France and the Society for the Study of French History.
It aims to support outreach activities that promote the learning of French and the histories and cultures of the French-speaking world.
Funds from £500-£1500 are available for projects up to 36 months in duration. The fund aims to support projects that:
– Support outreach events in schools or connecting schools with universities
– Create learning resources that promote the learning of French and/or histories of the French-speaking world
– Assist teachers in secondary education
– Promote the learning of marginalised histories, cultures, and societies in the French-speaking world.
To apply, please visit the above link and website. If you have any questions, please feel free to email.
Art and Environmental Concerns in Oceania: cultural expressions of climate change across the French-speaking islands in the South Pacific
15–17 February 2023, The University of Sydney
(FREE EVENT online and in-person)
The three-day interdisciplinary symposium is devoted to cultural expressions of climate change across Oceania. This symposium will bring together scholars, writers, artists and filmmakers, curators and cultural actors from Australasia and French-speaking Oceania. They will discuss ideas across languages and disciplines, present recent and new creative works and initiate transnational and interdisciplinary collaborations around the pressing challenges caused by climate change in Oceania.
With a lineup of speakers including Leuli Eshraghi, Steven Gagau, Stephen Muecke, Katherine Owens, Susan Park . The morning of the third day will be dedicated to Déwé Gorodé, writer, activist and former Vice-President of New Caledonia.
Les inscriptions sont ouvertes ! Symposium – Art et Problèmes Environnementaux en Océanie
Art et Problèmes Environnementaux en Océanie : expressions culturelles de l’Océanie francophone face aux changements climatiques
15–17 février 2023, The University of Sydney
(ÉVÈNEMENT GRATUIT en ligne et en personne)
Ce symposium interdisciplinaire de trois jours sera consacré aux expressions culturelles et artistiques de l’Océanie francophone face aux changements climatiques. Il rassemblera des universitaires, écrivains, artistes et réalisateurs, commissaires d’exposition, ainsi que des acteurs de la vie culturelle d’Australasie et d’Océanie francophone. Il sera l’occasion d’échanger à travers différentes langues et disciplines, de présenter de nouvelles recherches, œuvres et projets artistiques, et de mettre en place de futures collaborations autour des problématiques urgentes causées par le changement climatique en Océanie.
La liste des intervenants inclut Leuli Eshraghi, Steven Gagau, Stephen Muecke, Katherine Owens et Susan Park. La matinée du troisième jour du symposium sera consacrée à la mémoire de Déwé Gorodé, écrivaine, activiste et ancienne Vice-Présidente de la Nouvelle-Calédonie.
Deadline extended to February 1, 2023
Western Society for French History
Tyler Stovall WSFH Mission Prize 2023
Call for Nominations and Self-Nominations
The Western Society for French History (WSFH) seeks nominations for the Society’s Tyler Stovall WSFH Mission Prize. The prize honors the courageous scholarship, generous mentorship and collaboration, and unparalleled, unpretentious passion and insight that Dr. Tyler Stovall brought to the field. In that spirit, the prize recognizes and celebrates the work of those actively committed to achieving equity and inclusion in the production and transmission of knowledge about the history of the French and Francophone world.
The WSFH acknowledges that all forms of professional activity—teaching, mentoring, student advocacy, exhibitions, leadership, activism, and publishing—are vital to the enterprise of higher education and to society at large. The Tyler Stovall WSFH Mission Prize celebrates and rewards high achievement in any combination of the above activities in so far as they demonstrate the ideals of inclusivity and diversity encapsulated in the WSFH mission statement (https://www.wsfh.org/mission-charter). The prize carries a $2,000 award.
Nominees should have been affiliated in the past two years with an institution that engages with French and Francophone History such as a museum, archive, library, or institution of higher education (research university, liberal arts college, community college, etc.). Research/ instructional or administrative/professional faculty, adjuncts, lecturers, clinical professors, professors of practice, and tenure-line professors (assistant, associate, full) will all be considered. Nominees must have earned a Master’s degree or above. Exceptions to these requirements will be considered case by case based on engagement in the field.
Submissions and Deadline
Nominations, including self-nominations, should include the nominee’s name, position, contact information, and a brief (150-word) rationale and be submitted to email@example.com by 1 February 2023. All nominees will be asked to submit a cover letter and a CV.
Nominations will be evaluated by the Mission Prize Committee and shortlisted candidates will be invited to submit a portfolio including a longer statement and relevant supplementary materials (depending on the nominee’s professional experience, i.e., syllabi, exhibition catalogs, institutional writing, etc.).
Questions may be directed to firstname.lastname@example.org.
Mission Prize Committee
Contact Email: email@example.com
We recognize that there are myriad opportunities to support authors in the earliest stages of a book’s development, specifically the ideas-to-proposal stage. In support of our unequivocal commitment to equitable and inclusive publishing, we want to ensure this early stage support is available to the greatest diversity of prospective authors. With Supporting Diverse Voices grants, we offer historically excluded and underrepresented scholars around the globe the opportunity to develop a book proposal in group or one-on-one settings with one of our partnering book coaches, each with her own approach to the collaborative development process.
The Supporting Diverse Voices Grants cover the costs of these collaborations. Each grantee will have a sponsoring PUP editor who will work with authors and coaches throughout the process. Following coaching, grantees agree to give PUP the right to consider the resulting proposals exclusively, before they are submitted to any other publishers for consideration. For any projects PUP does not pursue, Press editors will mentor grantees on alternative possible publishing paths.
Grants will be administered twice during the calendar year, with particular disciplines and groups specified for eligibility each cycle.
Grant Cycle | Winter 2023 (opening soon)
We are excited to announce the fifth cycle of PUP’s Supporting Diverse Voices: Book Proposal Development Grants, in support of non-fiction works by Black, Indigenous, and People of Color in the social sciences.
Prospective grantees are welcome to submit applications for book proposals that will engage a wide range of subjects—and a diversity of audiences, including books for a general readership, research monographs, and textbooks. We are not currently considering proposals for edited volumes or manuscripts requiring translation. Both previously published and first-time authors alike are encouraged to apply.
Applications for the fifth cycle of the Supporting Diverse Voices will be accepted from February 1-February 22, 12:00 PM EDT, and decisions will be shared by the end of April. Applicants will be asked to specify the area of project focus from among those listed, and to identify preferences for coaches. More details about criteria will be available via this website mid January 2023
Eligible authors will be able to apply directly via the website form at the link below.
Grant Cycle | Summer 2023
The Summer 2023 grant cycle will focus on underrepresented authors in the the humanities. Criteria and application dates will be updated in spring 2023.
The Haiti Support Group are excited to announce the No Sweat Comedy Night with Andrew O’Neill, Lou Sanders and Mark Thomas for a night in support of the anti-sweatshop group No Sweat.
No Sweat campaigns against sweatshop labour and works in support of independent trade unions around the world. This show is a fundraiser to support trade unions in Burma and Haiti fight against exploitation in the garment industry.
Expect plenty of incredible stand up comedy from the UK’s finest comedians as well as some more serious conversations about workers fighting for decent pay.
Presented by: The 100 Club
Saturday 18th February, 2023
Door time: 7:00pm
18 and over
School of Advanced Study • University of London
SAS Research Training Programme 2022 / 23
Registration is now open for the School of Advanced Study free research training programme for Term 2. These online sessions are open to researchers at all levels in the UK and beyond, but advance registration using the booking links below is essential.
Monday 23rd January 2023, 13:00 – 14:00: Academic Practice and Ethics Academic Practice and Ethics | School of Advanced Study (sas.ac.uk)
Thursday 26th January 2023, 11:00 – 12:00: The Imposter Syndrome The Imposter Syndrome | School of Advanced Study (sas.ac.uk)
Monday 30th January 2023, 13:00 – 14:00: What is Copyright? What is Copyright? | School of Advanced Study (sas.ac.uk)
Thursday 2nd February 2023, 12:00 – 13:30: Conducting Interviews: Oral History Conducting Interviews: Oral History | School of Advanced Study (sas.ac.uk)
Monday 6th February 2023, 13:00 – 14:00: Data Collection Tools Data Collection Tools | School of Advanced Study (sas.ac.uk)
Tuesday 7th February 2023, 13:00 – 14:30: The PhD Viva The PhD Viva | School of Advanced Study (sas.ac.uk)
Monday 13th February 2023, 13:00 – 14:00: Footnotes Footnotes | School of Advanced Study (sas.ac.uk)
Tuesday 14th February 2023, 13:00 – 14:30: Online Research Methods Online Research Methods | School of Advanced Study (sas.ac.uk)
Monday 20th February 2023, 14:00 – 15:30: Open Access Open Access | School of Advanced Study (sas.ac.uk)
Monday 27th February 2023, 14:00 – 15:30: Overview of Journals Publishing Overview of Journals Publishing | School of Advanced Study (sas.ac.uk)
Monday 6th March 2023, 13:00 – 14:00: Presentation Skills Presentation Skills | School of Advanced Study (sas.ac.uk)
Thursday 9th March 2023, 13:00 – 14:00: Working in Archives Working in Archives | School of Advanced Study (sas.ac.uk)
Tuesday 14th March 2023, 15:00 – 16:30: Concepts of Digital Humanities Concepts of Digital Humanities | School of Advanced Study (sas.ac.uk)
Monday 20th March 2023, 14:00 – 15:00: Peer Review Peer Review | School of Advanced Study (sas.ac.uk)
Tuesday 21st March 2023, 14:00 – 15:00: Designing a Presentation Designing a Presentation | School of Advanced Study (sas.ac.uk)
Caribbean Digital Scholarship Summer Institute
Call for Applications
The Caribbean Digital Scholarship Collective invites applications for its inaugural week-long residential digital humanities institute, to be held at the University of Miami in June
2023. The Caribbean Digital Scholarship Summer Institute (CDSsi) is generously supported by a Mellon Foundation grant and will be held annually for three summers.
● Dates: 11-17 June 2023
● Venue: University of Miami, Coral Gables, FL
● Application deadline: 31 January 2023
● Acceptance notification: by 31 March 2023
To secure a viable future for digital scholarship in Caribbean Studies, we need a more expansive pool of talent. Given this need, the CDSsi aims to train scholars interested in
approaching Caribbean Studies and digital scholarship as organically integrated fields of inquiry and engagement. Other DH institutes have proven to be insufficiently
accessible to our Caribbean communities for various reasons, including high cost, logistics of international travel, and a tendency to center Europe, Canada, and the US.
The Caribbean Digital Scholarship summer institute will attend to these problems by providing training to scholars, at all levels, working at the intersections of Caribbean
Studies and digital humanities. In this first year of the CDSsi, the course offerings will be:
● Minimal Computing for Caribbean Scholars
○ With Alexander Gil, Yale University, and Andreina Soto, Barnard College
● Critical Digital Pedagogy
○ With Halcyon M. Lawrence, Towson University
● Building Caribbean Digital Archives
○ With Nicole N. Aljoe, Northeastern University, and Sonya Donaldson, Colby College
In order to nurture an inclusive and healthy Caribbean digital humanities scholarly and pedagogical community, we must grapple explicitly with the obstacles to cross-national collaboration. We have therefore situated our summer institute at the University of Miami, a site that facilitates travel and in-person participation from both those situated in the Caribbean and in the North American diaspora. Funding from the Mellon foundation
allows for this model of networking and community-building that encourages an understanding of both the continental US and the wider Americas as generative sites of knowledge production. Several members of the Caribbean Digital Scholarship Collective have organized shorter variations of events based on similar community-building models, as with The Caribbean Digital (TCD) conference series and a number of THATCamps (The Humanities and Technology Camps) organized in the Caribbean.
Institute Particulars and Who Should Apply
For each year funded by the Mellon Foundation, the CDSsi will admit up to 30 fellows across 3 courses (10 fellows per course). The summer institute welcomes applications from all scholars and teachers working within Caribbean studies. This includes: full- and part-time college and university faculty, independent scholars, librarians, archivists, and graduate students. Applicants may be working in any academic discipline (or across disciplines) but should have some previous experience with digital humanities and digital pedagogy. A major consideration in the selection of fellows will be the applicant’s plans for Caribbean digital work in the next two years. A select number of seats in each course will be reserved for applicants from the Caribbean region, therefore scholars residing in the Caribbean are especially encouraged to apply.
The tentative schedule for each course includes a three-hour morning session and a three-hour afternoon session with a lunch break between the two. Fellows will participate in a local field trip. At the end of the week, fellows will present their projects or project proposals as respective to each course. For this first year of the CDSsi, instruction for all three courses will be conducted in person and primarily in English.
Travel and accommodation
The Caribbean Digital Scholarship Collective will cover travel and accommodations for each fellow selected. The CDSsi supports travel fees up to $1,000 (USD) for each fellow to attend the institute in-person. Additionally, a week of private housing and meals on the University of Miami campus will be provided for each fellow at no additional cost. There are no additional fees associated with attending the Caribbean Digital Scholarship Summer Institute.
We invite applications from full- and part-time college and university faculty, independent scholars, librarians, archivists, and graduate students at all career stages. To apply, complete the form linked below, indicate which courses are of interest to you in the order of your preference, and attach a copy of your CV/resume (no more than 5 pages). Additionally, we ask interested applicants to submit a statement of intent (750-1,000 words) detailing why the CDSsi is of interest and how they envision it would further their scholarship and pedagogy. Should you have a particular project that one of our courses will be well suited for, please describe this project in your statement of intent.
Apply here: https://forms.gle/vezLxU1XQPRf1oqw5
Letters of recommendation are not required for application to the CDSsi and will not be accepted.
For more information about the Caribbean Digital Scholarship Summer Institute, attend our virtual open house session. We will hold an hour-long informational session on Tuesday, 17 January 2023 at 12pm EST, via Zoom. Click here to register: https://miami.zoom.us/meeting/register/tJwvdOysqTIpGtM1BXEWTR1rperosNWgn43N
Questions about the Caribbean Digital Scholarship summer institute may be sent to:
Kelly Baker Josephs, CDSsi Director (firstname.lastname@example.org<mailto:email@example.com>)
Gabrielle Jean-Louis, CDSsi Graduate Assistant (firstname.lastname@example.org<mailto:email@example.com>)
We are pleased to be able to offersmall grants to individuals who are AUPHF+ membersand who are unable to claim support from their home institutionto help defray the costs of research events (conferences, study days, workshops etc.).
Applications should take the form of a brief description of the activities to be undertaken (maximum 500 words) and rationale for the activities. They must also be accompanied by relevant supporting documentation such as a call for papers and, where possible, an outline programme.
APPLICATIONS FROM THOSE CURRENTLY EMPLOYED BY A HEI MUST BE ACCOMPANIED BY A LETTER FROM THE APPLICANT’S HEAD OF DEPARTMENT, SCHOOL OR COLLEGE CONFIRMING THAT THEY ARE NOT ELIGIBLE FOR FINANCIAL SUPPORT FROM THEIR EMPLOYING INSTITUTION.
Applicants who have exhausted institutional funds are not eligible to apply. Applicants should provide FULL financial details of the event and not just the cost for which AUPHF+ funding is being sought.
Maximum contribution that can be applied for: £250
There are two rounds of funding per calendar year. A maximum of eight awards will be made in a year. All activities must take place within the calendar year.
Round 1: applications received by 27 February 2023 (decision by 13 March 2023)
Round 2: applications received by 8 May 2023 (decision by 22 May 2023)
How to Apply
Terms and Conditions
Applicants must be members of the Association.
Becoming a Member
If you wish to become a member, please find the membership form here:http://www.auphf.ac.uk/about-us#membership
Membership rates are £10 for reduced membership (open to ECAs, part-time staff and retired members), £20 is standard rate for permanent staff, and £30 for professors. Membership is free for all post-graduate students.
Applications should be made electronically to the Association’s president: firstname.lastname@example.org. The subject line of your email submission must be AUPHF+ Conference and Research Fund.
A subcommittee of the AUPHF+ Executive Committee will be convened to award funding. Funds will be awarded according to the project’s ability to: enhance the career of the individual applicant; make an original contribution to the field of French and Francophone Studies; offer value for money.
Successful applicants will receive funding FOLLOWING the event and AFTER SUBMISSION of a report to the Media and Communications Director. The report must be submitted by 1 December 2023. Details of activities funded by the Association will then be posted on the AUPHF+ website.
The IHR Modern French History seminar will gather on Zoom next Monday 30 January, 17:30 London time.
Carolyn Eichner (University of Wisconsin, Milwaukee) will be speaking about her recently published book, Feminism’s Empire (Cornell, 2022).
If you wish to attend, please register here via the IHR website and you will then receive the Zoom codes in your registration confirmation email. Online registration closes on the Sunday before the event, so please contact the convenors if you are unable to book after (or even before) then and we will help you as best we can.
To register for the event, please click here: BOOK HERE NOW.
The full programme for the Winter term is available at the IHR website.
Visiting International Fellowship scheme
The Society for French Studies is pleased to accept applications for the 2023 Visiting International Fellowship scheme. The deadline for this round is 31 March 2023. The scheme is intended to support an annual visiting fellowship, tenable in any UK or Irish university, or institution of higher education in the UK or Ireland, to allow outstanding academics in the French Studies field based in overseas universities to spend time at UK or Irish higher education institutions. Travel permitting, the successful applicant will be expected to comply with any national and local public health measures relating to Covid-19.
Full details of how to apply are on the Society’s website: www.sfs.ac.uk/funding-visiting-fellowships/.
The Society strongly encourages applications to support visits from scholars in all parts of the world, including Africa, Australasia and the Caribbean. The key objective of the Fellowship grant is to promote the internationalization of French Studies in the UK and Ireland through collaborative work; the Fellow will be encouraged to use the occasion to further their own academic interests, and to visit more than one UK institution. Visits should be of no more than eight weeks’ duration. A longer period may be appropriate if additional funding is available from institutional sources.
Applications must be completed by an academic member of staff in the UK or Irish host institution. The UK or Irish host applicant is also expected to organise, direct and take academic and organisational responsibility of the fellowship. Host applicants must be members of or associated with Higher Education departments of French (or departments which teach French) in the UK and Ireland. Main applicants must also be members of the Society for French Studies. No more than one application may be submitted by any institution in one academic year (this applies to collegiate and non-collegiate universities alike, and includes joint applications from two or institutions).
The Society will offer a grant of up to £5,000 to support travel, accommodation, subsistence and other expenses; up to an additional £500 is also available to cover the costs of visiting other institutions in the UK or Ireland. Personal expenditure on items such as visa costs, car hire and health insurance are not eligible, and it is expected that host institutions will offer support for these. Application for this award will be competitive, and it cannot be made retrospectively. Informal enquiries can be directed to Professor Azzedine Haddour, University College London, email@example.com.
Full details of how to apply are on the Society’s website: www.sfs.ac.uk/funding-visiting-fellowships/.
Dear scholars and readers,
We are looking for contributors who are motivated to keep up with the newest publications in their field of study and write an annual critical bibliographical survey on it. Your survey will be an invaluable resource for your fellow scholars to stay informed of what really matters and stands out.
The Year’s Work in Modern Language Studies is an annual critical bibliography of scholarly work done in the modern European languages (except English). Each contribution covers publications on a modern European language or its literature in a certain period, for instance French Studies of the Seventeenth Century, Medieval Welsh Literature, or Modern Greek Linguistics. All contributions are in English and written by experts in the field.
If you wish to join this team of experts, do not hesitate to reach out to the appropriate section editor. In your field of study, we currently have the following vacancies to write a survey on 2022 publications, or the year after.
Vacancies for French studies scholars:
- Early Medieval French Literature to Post-Romantic Era
- French Literature from 1945-1999
- French Canadian Literature
- Caribbean Literature
- African and Maghreb Literature
- French Critical Theory
- French Speculative Studies
As a contributor you:
- keep up an almost century old tradition of The Year’s Work in Modern Language Studies to offer your fellow scholars a roadmap to the scholarly highlights of the past year,
- help your fellow scholars save time by disseminating the most noteworthy publications in your field,
- expand your library, as you can keep all the review copies you have requested,
- get free access to Brill’s e-book collections in Literature & Culture, Language & Linguistics, and Medieval Studies,
- can connect with fellow contributors who are working along with you,
- have an external motivation to keep up with new research in a given year,
- publish in Open Access when you are affiliated to an institute we have an institutional OA agreement with Institutional Open Access Agreements (brill.com). Check here if your institute is eligible for OA publishing. Else, we publish your review essay as a regular publication that a large number of research institutes have access to worldwide.
Is this something for you? We appreciate your expertise and work a lot. For the section French Studies, you can express your interest by contacting the Section Editor, Paul Scott (Paul Scott firstname.lastname@example.org).
Dear scholars and readers,
Following the first publication that discusses Perec’s “mythic book”, Lieux, Brill invites for more innovative perspectives on French Literature Studies.
Brill’s long-standing series, Faux Titre, it is dedicated to state-of-the-art research in the field of French-language literature(s). Covering the field of Medieval Studies to XXIth century literature, the series seeks to broaden the field of Francophone literatures and provide new perspectives.
Brill invites fresh and innovative perspectives that combine French-language literature with translation studies, minority literatures, transatlantic studies, and gender and queer theories.
Authors are cordially invited to submit their book proposals to the Acquisitions Editor at Brill, Christa Stevens (email@example.com).
TABLE DES MATIÈRES / CONTENTS
Fiona Horne : Consentement et violence symbolique dans Histoire de la violence d’Édouard Louis : postures et paradoxes auctoriaux
Michał Obszyński : Entre la festivalisation et l’aspiration normative : le festival Étonnants Voyageurs et les enjeux de la vie littéraire francophone contemporaine
Yaya Mountapmbémé P. Njoya : Cette « chair qui nous cheville au monde » ou les métaphores intimes du corps dans la poésie d’Andrée Chedid
Madelaine Tonleu : Folie et identité féminine postcoloniale dans La folie et la mort de Ken Bugul
Jean-Louis Cornille : Postures postcoloniales dans l’espace littéraire malgache : Jean-Luc Raharimanana par-delà Baudelaire, Sartre et Chamoiseau
Emmanuel Mbégane Ndour : Une esthétique environnementale dans Débâcles de Marie-Pier Poulin : pour une poétique et une politique du commun
Edgard Sankara : Énonciation, mise en abyme et identité dans Tu t’appelleras Tanga de Calixthe Beyala
Omar Benjelloun : Les particules élémentaires (1998) de Michel Houellebecq, ou l’éclatement du lien filial dans la société française
Albertus Barkhuizen & Karen Ferreira-Meyers : Augmenter l’autonomie des apprenants de FLE : un laboratoire virtuel personnalisé
Claude Springer : Une didactique de la Relation éclairée par la notion phénoménologique française de l’être-avec ainsi que celles de la phénoménologie japonaise de milieu, entrelien et relationalité
« Intervalles »
Markus Arnold : « Une écriture dont le siège est le corps » : entretien avec Maylis de Kerangal
- Version numérique : disponible sur https://journals.co.za/journal/french
- Version papier : contacter firstname.lastname@example.org
The newest issue of Expressions maghrébines is out:
Volume 21, Issue 2, Winter 2022
Guest Editor : Marie-Pierre Ulloa
Marie-Pierre Ulloa, Introduction : archiver le Maghreb
A la Recherche des archives exilées : entretien avec Benjamin Stora
Ninon Vessier, Mineral Unarchiving: A Geological Reading of Assia Djebar’s L’Amour, la fantasia
Kate Nelson, Deconstructing the Influences on a French-Moroccan Archive: Medium, Audience, and Self in Leïla Slimani’s Sexe et mensonges and Paroles d’honneur
Brahim El Guabli, Imaginary Testimony: Dada l’Yakout and the Unexplored History of Enslavement through Abduction in Morocco
Marie-Pierre Ulloa, Nice, baie des Anges : c’est pourtant pas le Maghreb. Archiver le motif maghrébin dans l’œuvre de Maryline Desbiolles
Catherine Brun, Le -s d‘Algéries
Francesca Aiuti, L’Art de perdre, ou l’art de l’Histoire « contée » d’Alice Zeniter
Peter Limbrick, Reconstituting Archives: Moroccan Cinema and History in Ahmed Bouanani and Ali Essafi’s Projects of Re-collection
Tobias Llewelyn Barnett, Rabah Ameur-Zaïmeche’s Terminal Sud (2019) and the Resurgence of a Franco-Algerian Archive
Guy Dugas, Hadj Miliani (1951-2021), suivi de Le théâtre radiophonique dans l’Algérie coloniale, par Hadj Miliani
Brahim Ait Amokrane, L’espace et le Moi dans Alger, le cri de Samir Toumi
About Expressions Maghrébines:
Revue semestrielle de la Coordination Internationale des Chercheurs sur les Littératures Maghrébines (CICLIM)
Director: Edwige Tamalet Talbayev
Department of French and Italian
311 Newcomb Hall
New Orleans, LA 70118-5210
Vol 14, Issue 21
“Maruao, les ailes de l’infini–Poèmes et essais bilingues de Flora Aurima Devatine et essais sur son œuvre(Maruao, the Wings of Infinity)”
Edited by Estelle Castro-Koshy, James Cook University
Co-édition entre les éditions Littéramā’ohi etH-France Salon, ce numéro spécial inclut la majeure partie de l’ouvrageMaruao, les ailes de l’infini – Poèmes et essais bilingues de Flora Aurima Devatine et essais sur son œuvre(Maruao, the Wings of Infinity) (dir. Estelle Castro-Koshy) publié par Littéramā’ohi (Papeete, 2022). Il comprend en première partie un recueil de poèmes en français, en anglais et en tahitien de Flora Aurima Devatine, suivi d’essais de cette grande poétesse et penseuse tahitienne contemporaine traduits en anglais. Le seconde partie constitue un recueil d’articles novateurs de chercheurs, enseignants et traducteurs sur son œuvre magistrale. Des poèmes fondateurs et inédits de Aurima Devatine, écrits sur une période de quatre décennies, sont accompagnés d’illustrations réalisées par des artistes autochtones de Polynésie française (Hihirau Vaitoare, Tokainiua Devatine et Viri Taimana) et quatre petits-enfants de l’auteure. L’article de Marie Lamothe est accompagné de vidéos de ses interprétations en langue des signes française de trois poèmes de la poétesse.
Les articles proposent pour la première fois des études de ses poèmes en tahitien (Turiano-Reea et Frogier Leocadie), de l’influence des écrivains hispaniques sur sa poésie (Tilly), de la manière dont ses poèmes résonnent avec la culture Sourde (Lamothe), du rôle des points d’exclamation dans son œuvre (Anderson et Guerre). Le génie et la richesse de l’œuvre sont mis en lumière à travers des analyses du rythme et du va-et-vient entre le tahitien et le français (Porcher), des défis posés par la traduction de son œuvre (Anderson, Lamothe), de l’enrichissement sémantique et de l’éveil des consciences qu’apporte celle-ci (Guerre), de l’invitation que l’écrivaine nous lance d’écrire et d’offrir « une main avec laquelle apprendre à tresser avec les autres » (Lehartel), de la poétique de la délicatesse et du quotidien dans son œuvre ainsi que de sa dimension anticoloniale (Castro-Koshy)1.
1La version intégrale-livre deMaruao, les ailes de l’infini / Maruao, the Wings of Infinity, publiée par Littéramā’ohi comprend les essais en français de l’auteure, six hommages à la poétesse, ainsi que la version originale ou traduite en français des articles inclus ici en anglais.
“Préface – Sur les ailes de l’infini : poétique du quotidien et de la délicatesse chez Flora Aurima Devatine”
James Cook University
Flora Aurima Devatine
Flora Aurima Devatine
“Flora Aurima Devatine: The written word as transmitter of Tahitian traditions”
Université de la Polynésie française
“L’enfant polynésien est sacré”
Tehea Karine Frogier Leocadie
Université de la Polynésie française
“Flora Aurima Devatine, la batteuse de mots”
Université de la Polynésie française
“Le temps et l’espace d’écrire dansTergiversations et Rêveries de l’Écriture Orale, Te Pahu a Hono’ura”
Université de Montpellier III and the Royal Melbourne Institute of Technology
“Simple Complexity, Complex Simplicity: on Translating Flora Aurima Devatine”
Victoria University of Wellington
“Translating a linear language into three dimensions”
“Hispanic Influences in the Work of Flora Aurima Devatine”
Université Rennes 2
“Postface: Inventing the Vocative”
“Video : Flora Aurima Devatine: poems ‘Le pétrel’, ‘Solitude’ and ‘Adresse’”
Adaptés en langue des signes par Marie Lamothe
4.4 Pierre-Philippe Fraiture (ed.), Unfinished Histories: Empire and Postcolonial Resonance in Central Africa and Belgium (Leuven: Leuven University Press, 2022)
Colonial memory and interdisciplinary memorialization across Congo, Rwanda, Burundi and Belgium
Belgian colonialism was short-lived but left significant traces that are still felt in the twenty-first century. This book explores how the imperial past has lived on in Belgium, but also in the Democratic Republic of the Congo, Rwanda and Burundi. The contributing authors approach colonial legacies from an interdisciplinary perspective and examine how literature, politics, the arts, the press, cinema, museal practices, architecture, and language policies – but also justice and ethics – have been used to critically revisit this period of African and European history. Whilst engaging with significant figures such as Sammy Baloji, Chokri Ben Chikha, Gaël Faye, François Kabasele, Alexis Kagame, Edmond Leplae, VY Mudimbe, Fiston Mwanza Mujila, Joseph Ndwaniye, and Sony Labou Tansi, this book also analyses the role of places such as the AfricaMuseum, Bujumbura, Colwyn Bay, Kongolo, and the Virunga Park to appraise the links between memory and the development of a postcolonial present.
Contributors: Sarah Arens (University of Liverpool), Robert Burroughs (Leeds Beckett), Bambi Ceuppens (AfricaMuseum), Matthias De Groof (University of Antwerp), Catherine Gilbert (University of Newcastle), Chantal Gishoma (University of Bayreuth), Hannah Grayson (University of Stirling), Dónal Hassett (University of Cork), Sky Herington (University of Warwick), Nicki Hitchcott (University of St Andrews), Yvette Hutchison (University of Warwick), Albert Kasanda (Charles University, Prague), Maëline Le Lay (CNRS/ THALIM, Sorbonne nouvelle), Reuben Loffman (Queen Mary University of London), Caroline Williamson Sinalo (University of Cork)
Ebook available in Open Access.
This publication is GPRC-labeled (Guaranteed Peer-Reviewed Content).
4.5 Jennifer A. Boittin, Undesirable: Passionate Mobility and Women’s Defiance of French Colonial Policing, 1919-1952 (Chicago: Chicago University Press, 2022)
Archival research into policing and surveillance of migrant women illuminates pressing contemporary issues.
Examining little-known policing archives in France, Senegal, and Cambodia, Jennifer Anne Boittin unearths the stories of hundreds of women labeled “undesirable” by the French colonial police and society in the early twentieth century. These “undesirables” were often women traveling alone, women who were poor or ill, women of color, or women whose intimate lives were deemed unruly. To refute the label and be able to move freely, they spoke out or wrote impassioned letters: some emphasized their “undesirable” qualities to suggest that they needed the care and protection of the state to support their movements, while others used the empire’s own laws around Frenchness and mobility to challenge state or societal interference. Tacking between advocacy and supplication, these women summoned intimate details to move beyond, contest, or confound surveillance efforts, bringing to life a practice that Boittin terms “passionate mobility.” In considering how ordinary women pursued autonomy, security, companionship, or simply a better existence in the face of surveillance and control, Undesirable illuminates pressing contemporary issues of migration and violence.