Envisagée à ses origines comme une théorie de la création artistique, la notion de poétique a subi au cours des siècles des glissements sémantiques et disciplinaires qui ne cessent de dire sa porosité et le large éventail de voix, d’esthétiques et d’imaginaires qu’elle traduit. Alors qu’au IV^e siècle av. J.-C., la réflexion d’Aristote privilégiait la question du « beau », et donc celle de la facture ou de la « aisance » de l’artisan-poète dans la construction et l’épuration du « trait », de nouvelles dynamiques privilégiant le « signe » dans l’œuvre (M. Heidegger), ou encore sa dimension rhétorique, agissante et donc poét(h)ique (P. Ricoeur) ont fait leur chemin, exposant une notion large et tendue dans ses significations multiples.

Dans le domaine caribéen, nombreux sont les penseurs à avoir donné à la poétique un ancrage géographique, à la croisée de l’espace et de l’imaginaire (K. Brathwaite, The Arrivants : A New World Trilogy, 1973 ; É. Glissant, Poétique de la relation, 1990 ; É. Glissant, Introduction à une poétique du divers, 1996 ; W. Harris, The Womb of Space, the Cross-Cultural Imagination, 1983 ; D. Maximin, Les Fruits du cyclone : une géopoétique de la Caraïbe, 2006). Le lien entre littérature et vision du monde y apparaît particulièrement central et explique en partie la pertinence de cette notion et sa postérité. Édouard Glissant utilise le terme de poétique pour remplacer celui de philosophie, qui renvoie souvent à une pensée systémique occidentale. Il s’attache ainsi à penser sans système, à penser par la littérature, par la poésie, par l’imaginaire. Ce terme permet en effet d’explorer les entrelacements entre création littéraire et compréhension du monde et leurs aller-retours. Car « écrire en pays dominé » pour Patrick Chamoiseau qui poursuit la pensée de Glissant, c’est aussi « imaginer » le monde pour le/se libérer.

Ces questionnements n’ont pas échappé non plus à la critique, soucieuse de tracer et de définir les contours d’un champ littéraire aussi riche qu’éclaté dans ses différents versants linguistiques et culturels. Investie souvent dans une perspective comparatiste, la notion de poétique apparaît ainsi dans les travaux universitaires comme un outil d’analyse fécond, mais rarement problématisé en relation avec l’espace Caraïbe lui-même. Associée tantôt à une pensée du monde par la littérature et de la littérature dans le monde (Dash, 1994), tantôt à un « champ d’exploration » (Duff, 2008), à des « motifs » (Monet-Descombey, 2017), à une « sphère » (Boisseron, 2019), ou encore à une pratique/esthétique propre aux écrivains (Réjouis, 2003), il en ressort que la poétique est souvent appréhendée comme un « fil conducteur » (Aïta, 2011) tendant à mettre en dialogue différentes expressions caribéennes.

Ce colloque se propose d’interroger de manière originale la fécondité de la notion de poétique pour nos approches de recherche au regard de la pratique littéraire des écrivains caribéens. Nous encourageons particulièrement des travaux réflexifs sur la notion, son usage et sa définition – la question de l’esthétique, de la voix des écrivains, de leurs imaginaires et de leurs itinéraires se rencontrant au carrefour de cette réflexion. Qu’est-ce que la poétique pour les écrivains caribéens ? Comment détermine-t-on la poétique d’un écrivain ? Peut-on parler de poétique caribéenne ? Quel lien entre poétique et politique dans la Caraïbe ? Le terme de poétique a-t-il été utilisé de la même manière dans les milieux universitaires francophones, hispanophones et anglophones ? Les propositions, qui peuvent porter sur des auteurs de toutes les aires linguistiques de la Caraïbe, pourront porter sur l’un des axes suivants :

Axe 1 : Poétique et langages

Dans la Caraïbe, le choix des langues n’est jamais insignifiant. Il procède souvent déjà d’une situation (aux deux sens du terme) identitaire, idéologique et esthétique qui esquisse une poétique (J. Bernabé, P. Chamoiseau, R. Confiant, 1989). Ainsi la manière unique des écrivains de créer leur propre langage est cruciale dans sa construction (É. Glissant, 1981). De nombreux écrivains caribéens questionnent également la capacité du langage à dire le réel et empruntent à d’autres arts leurs moyens d’expression (E. Lovelace, 1979). Nous invitons les communications qui interrogent le rôle des langues et des langages dans la construction de poétiques ainsi que les réflexions sur les limites du langage, les démarches intermédiales, les expérimentations stylistiques (N. Yassine-Diab, 2014). Quelle place occupent les choix et les créations linguistiques dans l’esquisse de poétiques d’écrivains ? Quels langages pour une/des poétique(s) caribéenne(s) ? Existe-t-il une poétique caribéenne qui se définirait par un rapport spécifique des écrivains au langage ? La disparité des aires linguistiques caribéennes empêche-t-elle de dégager une poétique unifiante ?

Axe 2 : Poétique et visions du monde

Si l’on pense au terme de poétique comme se référant à une vision du monde qui procède d’une sorte d’invention, ou pour employer un terme glissantien « d’imagination », le texte littéraire devient le lieu d’une refonte de la relation au réel (É. Glissant, 1990). En somme, cet axe invite à étudier les tentatives de réinvention du monde dans les créations littéraires. Il invite aussi à interroger les propositions qui traversent les créations caribéennes et les associent dans ce qu’on pourrait appeler les poétiques caribéennes. On pense ainsi à des modèles de pensée du monde par et dans la littérature qui ont eu une influence importante pour les écrivains caribéens tels que le « réel merveilleux » (A. Carpentier, 1949) , le « réalisme merveilleux » (J. S. Alexis, 1952) ou le réalisme magique (C. Scheel, 2005). On pense aussi aux tentatives des universitaires de formuler de telles poétiques caribéennes : les « poétiques baroques » (Chancé, 2001) ou « poétiques transcaribéennes » (R. Réjouis, 2003). Quelle vision du monde se dégage des poétiques d’écrivains ? Quel est l’impact de l’esthétique sur la réinvention du monde ? Comment penser en littérature ? Quelle poétique pour dire le(s) monde(s) caribéen(s) ? Pourquoi les écrivains antillais écrivent-ils ?

Axe 3 : Éco-poétiques

Alors que la crise écologique globale s’exacerbe et que les enjeux sociaux inhérents aux dérèglements climatiques et aux catastrophes naturelles évoluent de manière fulgurante, l’approche éco-poétique dit l’urgence d’explorer les questions environnementales en littérature. Dans la Caraïbe où la nature apparaît comme un personnage à part entière (D. Maximin, 2006), voire comme un monument, trace-témoin participant à la formation d’une mémoire vivante et organique (É. Glissant, 1980), la conscience environnementale qui gît dans les textes traduit souvent des choix éthiques, politiques et esthétiques divers. Cet axe invite à interroger les caractéristiques d’une éco-poétique que l’on pourrait dire spécifiquement caribéenne et la manière dont les deux termes dialoguent dans cet espace. Quelles pratiques littéraires pour faire écho à des préoccupations environnementales complexes, dans leurs multiples dimensions et échelles ? Quels procédés pour réinvestir l’espace, historiquement imposé, et révéler les enjeux et les potentialités politiques des textes ? Comment les écrivains nous invitent à penser l’écologie depuis le monde caribéen et revendiquent même, de manière plus ou moins explicite, « une écologie décoloniale » agissante (M. Ferdinand, 2019) ? Une réflexion croisée entre représentation de la nature (dans un sens large) et nature de l’écriture est aussi encouragée.

Axe 4 : Poétiques féminines

Longtemps marqué par la « présence-absence » des femmes en littérature – effacement dans le champ, illusion de présence, représentations ambiguës ou stéréotypées dans les textes (Kalisa, 2009) –, l’espace caribéen détient aujourd’hui une solide généalogie de plumes féminines dans ses différents versants génériques, linguistiques et culturels. Alors que les romancières de la dite « première génération » dans l’espace francophone (Michèle Lacrosil et Jacqueline Manicom au premier titre), illustrent une tendance à écrire en réaction aux œuvres des figures tutélaires masculines, l’on constate une libération progressive des entreprises créatives qui se rejoignent de manière récurrente, mais pas systématique, dans une quête identitaire de l’être-femme des/aux Antilles. Cet axe invite à interroger les voies esthétiques, les choix thématiques et les ambitions éthiques par lesquels cette quête est menée et tend vers une poétique « féminine » dans l’aire Caraïbe. Peut-on déceler dans la parole, les gestes et les postures des femmes (écrivaines et/ou personnages) une faculté propre à éclairer des pans de l’univers caribéen, de son réel, de son Histoire? Quelles sont les potentialités et/ou les limites d’une approche genrée des textes fictifs dans cet espace? Loin de traiter l’activité littéraire dans une perspective antagonique, mettant hommes et femmes dans deux camps opposés, ce volet est aussi l’occasion de rapprocher les représentations dites « féminines » (proposées par les écrivaines) et celles du « féminin » (proposées par les écrivains) afin de découvrir les points de jonction ou de rupture dans les imaginaires.

Les propositions de communication (en français, anglais ou espagnol) de 300 à 500 mots accompagnées d’une courte bio-bibliographie sont à envoyer à Rocío Munguía rocio.munguia.a@gmail.com et Orane Onyekpe-Touzet orane.touzet@warwick.ac.uk avant le 06 février 2022.

Comité scientifique :

Florian Alix (Sorbonne Université)

Pierre-Philippe Fraiture (University of Warwick)

John Gilmore (University of Warwick)

Maeve McCusker (Queen’s University Belfast)

Rocío Munguía Aguilar (Université de Strasbourg)

Orane Onyekpe-Touzet (University of Warwick/ Sorbonne Université)

Fabienne Viala (University of Warwick)

*Bibliographie à la fin du document

Call for papers

CARACOL Annual Conference 2022

In association with the Yesu Persaud Centre for Caribbean Studies

(University of Warwick)

“Caribbean poetics: voices, aesthetics, imaginaries”

Organisers :

Orane ONYEKPE-TOUZET (University of Warwick/Sorbonne Université)

Rocío MUNGUIA AGUILAR (Université de Strasbourg)

Dates : 06-07 May 2022

Modalité: On line

Deadline for abstracts : 06 February 2022

Keynote speaker: Fabienne Viala (University of Warwick)

The notion of poetics first referring to a theory of artistic creation has taken on different meanings and has been used in various disciplines over the centuries, showing its versatility and its ability to reflect a wide range of voices, aesthetics and imaginaries. While in the 500 BC, Aristotle’s thoughts focused on the question of Beauty and as such on the question of the craftsmanship or on the poet-craftsman’s process of making and purifying the “line”, new approaches focusing on the “sign” in creative works (M. Heidegger), or on its active rhetorical aspect and as its such poet(h)ic (P. Ricoeur) appeared, excavating the multiple potentiality of the notion.

In the Caribbean context, many thinkers gave the notion of poetics a geographical aspect where space and imaginary meet (K. Brathwaite, The Arrivants: A New World Trilogy: Rights of Passage, Islands, Masks, 1973 ; É. Glissant, Poétique de la relation, 1990 ; É. Glissant, Introduction à une poétique du divers, 1996 ; W. Harris, The Womb of Space, the Cross-Cultural Imagination, 1983 ; D. Maximin, Les Fruits du cyclone : une géopoétique de la Caraïbe, Paris, Seuil, 2006). The relationship between literature and world view appears to be particularly central and partly justifies how relevant this notion has proven to be. Édouard Glissant for example, chooses the word poetics to replace that of philosophy as the latter has the tendency to refer to a western way of thinking within systems and leaves little space for diversity and unpredictability. He attempts to think without systems, through literature, poetry and the imaginary. Hence, the term poetics seems to offer the possibility of exploring how literary creation and understanding of the world intertwine. Because for Patrick Chamoiseau who builds on Glissant’s thoughts, “Ecrire en pays dominé” (Writing in a dominated land) also means “inventing” the world to free it/oneself.

Academics also explore these questions as they try to define the limits of a literary field which is as rich as linguistically and culturally diverse. The notion of poetics, often used in a comparatist approach, appears to be a fruitful tool of analysis in academic works but is rarely problematised in relation to the Caribbean space itself. At times associated with thinking the world through literature or literature in the world (Dash, 1994), at other times with a “champ d’exploration” (“field of exploration”, Duff, 2008), “motifs” (Monet-Descombey, 2017), a “sphère” (Boisseron, 2019), or a writer’s practice/aesthetic (Réjouis, 2003), it appears that poetics is often thought of as a “fil conducteur” (“common thread”, Aïta, 2011) which aims at confronting different Caribbean expressions.

This conference proposes to question in an original way the fertility of the notion of poetics for our research into literary practices of Caribbean writers. We particularly encourage reflective works on the notion – the question of aesthetics, writer’s voices, imaginaries and itineraries can thus be explored. What is “poetics” for Caribbean writers? How can a writer’s poetics be defined? Can we speak of Caribbean poetics? What is the relationship between poetics and politics in the Caribbean? Has the notion of poetics been used in the same way in academic research in French, English and Spanish? Abstracts may focus on writers of any of the linguistic areas of the Caribbean. They may explore the following aspects of the notion.

1- Poetic and Language

In the Caribbean the choice of languages is always meaningful. It often springs from an identity-based, ideological and aesthetical situation (in both meanings of the word) which outlines poetics (J. Bernabé, P. Chamoiseau, R. Confiant, 1989). Thus, the unique way writers create their own language is part of defining poetics (É. Glissant, 1981). Many Caribbean writers also question the ability of language to express reality and borrow their means of expressions to other art forms (E. Lovelace, 1979). We welcome presentations which question the role of language(s) in the construction of poetics as well as reflections on the limits of language, intermedial approaches and stylistic experimentations (N. Yassine-Diab, 2014). How important are linguistic choices and creations in the development of writers’ poetics? Which languages for a Caribbean poetics? Is there a Caribbean poetics which would be defined by a specific relationship of writers to language? Does the variety of the Caribbean linguistic landscape prevent us from identifying a unified poetics?

2- Poetic and world view

If the word poetics points towards a world view which comes from a kind of invention, or to use Glissant’s word “imagination”, the literary text becomes the place where the relation to reality is recast (É. Glissant, 1990). In short, we invite studies which focus on the attempts at reinventing the world that can be found in literary creations. It is also an invitation to question the proposals Caribbean creations make and bring them together in what we could call Caribbean poetics. Ways of thinking the world through and within literature which have had an important influence on Caribbean writers such as “real maravilloso” (A.Carpentier, 1949), the “réalisme merveilleux” ( J.S. Alexis, 1952) or magical realism can thus be explored. Academic attempts at formulating such Caribbean poetics such as “poétiques baroques” (Chancé, 2001) or “transcaribbean poetics” (R. Réjouis, 2003) can also be examined. Which worldview exists within writers’ poetics? What is the impact of aesthetic on reinventing the world? How to think in literature? Which poetics to say the Caribbean world(s)? Why do Caribbean writers write?

3- Ecopoetics

In a world where the ecological crisis continues to intensify and the social stakes of climate change and natural catastrophes are evolving at a rapid pace, the ecopoetic approach expresses the urgency of exploring environmental questions in literature. In the Caribbean where nature appears as a full blown character (D. Maximin, 2006), or as a monument, trace-witness part of an organic memory (É. Glissant, 1980), environmental consciousness present in texts often reflects diverse ethical, political and aesthetic choices. We thus invite abstracts which question the characteristics of a specifically Caribbean ecopoetics and the way both poetics and ecology interact with each other in that space. Which literary practices echo those complex environmental concerns in their multiple dimensions and scales? How does one make the historically imposed space one’s own and reveal the political stakes and potentiality of texts? How do writers invite a rethinking of ecologies from the Caribbean world and even demand, more or less explicitly, an active “decolonial ecology” (M. Ferdinand, 2019)? A reflection on the relationship between the representation of nature (in a wide sense) and the nature of writing is encouraged here.

4- Female Poetics

Long marked by the “presence-absence” of women in literature – erased from the field, made to appear present, represented ambiguously or stereotypically in texts (Kalisa, 2009) -, the Caribbean space now has a solid genealogy of female writers in all genres, languages and cultures. While the female novelists of the so-called “first generation” in the Francophone space (principally Michèle Lacrosil and Jacqueline Manicom) illustrate a writing tendency which reacts to the works of founding male figures, we note a progressive liberation of creative processes which often although not always meet around identity quests related to being a woman in the Caribbean. We welcome reflections on aesthetic voices, thematic choices and ethical ambitions which lead these quests and point towards a female poetics in the Caribbean. Can we detect within the voices, gestures and postures of women (writers and/or characters) a specific faculty when it comes to shedding light on parts of the Caribbean world, on its reality and its history? What are the potentialities and/or the limits of a gendered approach to fictional texts in this space? Far from seeing literary activities in an antagonistic perspective placing men and women on two opposite sides, this part of the call is the space to bring together the said “female” representations (offered by female writers) and the representation of females (offered by male writers) in order to discover common points and differences in imaginaries.

Please send abstracts in French, English or Spanish of 300 to 500 words as well as a short biography to Rocío Munguía rocio.munguia.a@gmail.com and Orane Onyekpe-Touzet orane.touzet@warwick.ac.uk before the 6th of February 2022.

Scientific committee:

Florian Alix (Sorbonne Université)

Pierre-Philippe Fraiture (University of Warwick)

John Gilmore (University of Warwick)

Rocío Munguía Aguilar (Université de Strasbourg)

Maeve McCusker (Queen’s University Belfast)

Orane Onyekpe-Touzet (University of Warwick/ Sorbonne Université)

Fabienne Viala (University of Warwick)

*Bibliography at the end of the document

Convocatoria

Coloquio annual CARACOL 2022

En asociación con el Yesu Persaud Centre for Caribbean Studies

(Universidad de Warwick)

“Poéticas caribeñas : voces, estéticas, imaginarios”

Organizadoras:

Orane ONYEKPE-TOUZET (Universidad de Warwick/Universidad de París Sorbona)

Rocío MUNGUIA AGUILAR (Universidad de Estrasburgo)

Fechas: 06-07 de mayo de 2022

Modalidad: En línea

Fecha límite para el envío de propuestas : 06 de febrero de 2022

Conferencia plenaria: Fabienne Viala (Universidad de Warwick)

Concebida originalmente como una teoría de la creación artística, la noción de poética ha sufrido a lo largo de los siglos cambios semánticos y disciplinarios que revelan constantemente su porosidad y el amplio abanico de voces, estéticas e imaginarios que ésta refleja. Mientras que en el siglo IV a.C. el pensamiento de Aristóteles privilegiaba la cuestión de la “belleza”, y por tanto la de la “factura” (faisance) del artesano-poeta en la construcción y depuración del “trazo”, con el tiempo se han abierto paso nuevas dinámicas que privilegian el “signo” en la obra (M. Heidegger), o bien su dimensión retórica, activa y por tanto po-ética (P. Ricoeur), revelando una noción amplia y fraccionada en sus múltiples significados.

En el ámbito caribeño muchos pensadores han dado a la poética un anclaje geográfico, asociando imaginación y espacio: K. Brathwaite, The Arrivants: A New World Trilogy, 1973; É. Glissant, Poétique de la relation, 1990; É. Glissant, Introduction à une poétique du divers, 1996; W. Harris, The Womb of Space, the Cross-Cultural Imagination, 1983; D. Maximin, Les Fruits du cyclone: une géopoétique de la Caraïbe, 2006. El vínculo entre la literatura y la visión del mundo parece especialmente central y explica en parte la relevancia de esta noción y su perennidad. Édouard Glissant utiliza el término poética para sustituir el de filosofía, que suele asociarse al pensamiento sistémico occidental. Así, el martiniqueño apuesta por un pensamiento sin sistema, un pensamiento a través de la literatura, de la poesía, del imaginario. Para Patrick Chamoiseau, que sigue el pensamiento de Glissant, “escribir en un país dominado” significa también “imaginar” el mundo para liberarlo.

Estos cuestionamientos tampoco han escapado a la atención de los críticos, que se afanan en trazar y definir los contornos de un campo literario tan rico como fragmentado en sus diversos aspectos lingüísticos y culturales. Abordada a menudo en una perspectiva comparatista, la noción de poética aparece así en los trabajos académicos como una fructífera herramienta de análisis, pero es raramente problematizada en relación con el propio espacio caribeño. Asociada a veces a un pensamiento del mundo a través de la literatura y de la literatura en el mundo (Dash, 1994), otras tantas a un “campo de exploración” (Duff, 2008), a “motivos” (Monet-Descombey, 2017), a una “esfera” (Boisseron, 2019) o incluso a prácticas/estéticas propias a los escritores (Réjouis, 2003), resulta que la poética se entiende a menudo como un “hilo conductor” (Aïta, 2011) que tiende a establecer un diálogo entre diferentes expresiones caribeñas.

Este coloquio propone cuestionar de manera original la fecundidad de la noción de poética para nuestros enfoques de investigación con respecto a la práctica literaria de los escritores caribeños mismos. Alentamos especialmente los trabajos sobre la noción, su uso y su definición, poniendo la cuestión de la estética, de la voz de los escritores, de sus imaginarios e itinerarios en el centro de esta reflexión. ¿Qué es la poética para los escritores caribeños? ¿Cómo se determina la poética de un escritor? ¿Podemos hablar de una poética caribeña? ¿Cuál es el vínculo entre la poética y la política en el Caribe? ¿Se ha utilizado el término poética de la misma manera en los círculos académicos francófonos, hispanohablantes y de habla inglesa? Las propuestas, que pueden incluir autores de todas las áreas lingüísticas del Caribe, podrán centrarse en uno de los siguientes ejes:

Eje 1: Poética y lenguajes

En el Caribe, la elección de las lenguas nunca es anodina. A menudo es el resultado de una situación (en el sentido circunstancial y geográfico del término) identitaria, ideológica y estética que perfila ya los rasgos de una poética (J. Bernabé, P. Chamoiseau, R. Confiant, 1989). La manera única en que los escritores crean su propio lenguaje es por lo tanto crucial en la construcción de ésta (É. Glissant, 1981). Muchos escritores caribeños también cuestionan la capacidad del lenguaje para contar lo real y se inspiran de las herramientas de otras artes para expresarse (E. Lovelace, 1979). Invitamos pues a presentar trabajos que cuestionen el papel de los idiomas y de los lenguajes en la construcción de la poética, así como reflexiones sobre los límites del lenguaje, enfoques intermediales, experimentos estilísticos, entre otros (N. Yassine-Diab, 2014). ¿Qué lugar ocupan las elecciones y las creaciones lingüísticas en el esbozo de la poética de los escritores? ¿Qué lenguajes para una poética caribeña? ¿Existe una poética caribeña definida por una relación específica entre los escritores y el lenguaje? ¿La disparidad de las áreas lingüísticas caribeñas impide la aparición de una poética unificadora?

Eje 2: Poética y cosmovisión

Si pensamos que el término poética se refiere a una visión del mundo que procede de una especie de invención, o para utilizar un término glissantiano “imaginación”, el texto literario se convierte en el lugar donde se refunde la relación con la realidad (É. Glissant, 1990). Este eje nos invita a estudiar los intentos de reinvención del mundo en las creaciones literarias. También nos invita a cuestionar las propuestas que atraviesan las creaciones caribeñas y a asociarlas en lo que podríamos llamar poéticas caribeñas. Pensamos así en modelos de pensamiento del mundo a través de y en la literatura que han tenido una importante influencia en los escritores caribeños, como el “real maravilloso” (A. Carpentier, 1949), el “realismo maravilloso” (J. S. Alexis, 1952) o el “realismo mágico” (C. Scheel, 2005). También pensamos en las tentativas de los académicos de formular esa poética caribeña: la “poética barroca” (Chancé, 2001) o la “poética transcaribeña” (R. Réjouis, 2003). ¿Qué visión del mundo surge de la poética de los escritores? ¿Cuál es el impacto de la estética en la reinvención del mundo? ¿Cómo pensar en literatura? ¿Qué poética para decir el(los) mundo(s) caribeño(s)? ¿Por qué escriben los escritores caribeños?

Eje 3: Eco-poética

En una época en que la crisis ecológica mundial se agrava y los problemas sociales inherentes al cambio climático y las catástrofes naturales evolucionan con rapidez, el enfoque ecopoético pone de manifiesto la urgente necesidad de explorar las cuestiones medioambientales en la literatura. En el Caribe, donde la naturaleza aparece frecuentemente como un personaje principal (D. Maximin, 2006), o incluso como un monumento, una huella-testigo que participa en la formación de una memoria viva y orgánica (É. Glissant, 1980), la conciencia medioambiental que subyace en los textos traduce a menudo diversas opciones éticas, políticas y estéticas. Este eje nos invita a interrogarnos sobre las características de una ecopoética que podría decirse específicamente caribeña y sobre el modo en que ambos términos interactúan en este espacio. ¿Qué prácticas literarias pueden utilizarse para hacerse eco de las complejas preocupaciones medioambientales, en sus múltiples dimensiones y escalas? ¿Qué procesos pueden utilizarse para reinvertir el espacio, históricamente impuesto, y revelar las apuestas y potencialidades políticas de los textos? ¿Cómo nos invitan los escritores a pensar la ecología desde el mundo caribeño e incluso a reivindicar, de forma más o menos explícita, “una ecología decolonial activa” (M. Ferdinand, 2019)? También alentamos a una reflexión cruzada entre la representación de la naturaleza (en un sentido amplio) y la naturaleza de la escritura.

Eje 4: Poéticas femeninas

Marcado durante mucho tiempo por la “presencia-ausencia” de las mujeres en la literatura – apartadas en el campo, ilusión de presencia, representaciones ambiguas o estereotipadas en los textos (Kalisa, 2009) –, el espacio caribeño alberga hoy una sólida genealogía de escritoras en sus diferentes aspectos genéricos, lingüísticos y culturales. Mientras que las novelistas de la llamada “primera generación” en el espacio francófono (Michèle Lacrosil y Jacqueline Manicom en primer lugar), ilustran una tendencia a escribir en reacción a las obras de las figuras tutelares masculinas, constatamos una liberación progresiva de la creación, unida de manera recurrente, pero no sistemática, a una búsqueda de identidad del ser-mujer del Caribe. Este eje invita a cuestionar los caminos estéticos, las elecciones temáticas y las ambiciones éticas por las que se conduce esta búsqueda y tiende a una poética “femenina” en el Caribe. ¿Podemos detectar en las palabras, los gestos y las posturas de las mujeres (escritoras y/o personajes) una capacidad para arrojar luz sobre la realidad del universo caribeño y su historia? ¿Cuáles son las potencialidades y/o los límites de un enfoque de género de los textos de ficción en este espacio? Lejos de tratar la actividad literaria desde una perspectiva antagónica, situando a hombres y mujeres en dos campos opuestos, este eje es también una oportunidad para poner en común las representaciones llamadas “femeninas” (propuestas por escritoras) y las de lo “femenino” (propuestas por escritores) para descubrir los puntos de unión o ruptura en el imaginario.

Las propuestas de ponencias de 300 a 500 palabras (en francés, inglés o español), acompañadas de un breve resumen curricular, deberán enviarse a Rocío Munguía Aguilar rocio.munguia.a@gmail.com y Orane Onyekpe-Touzet orane.touzet@warwick.ac.uk antes del 06 de febrero de 2022.

Comité científico :

Florian Alix (Sorbonne Université)

Pierre-Philippe Fraiture (University of Warwick)

John Gilmore (University of Warwick)

Rocío Munguía Aguilar (Université de Strasbourg)

Maeve McCusker (Queen’s University Belfast)

Orane Onyekpe-Touzet (University of Warwick/ Sorbonne Université)

Fabienne Viala (University of Warwick)

Bibliographie / Bibliography/ Bibiografía

Aïta Mariella, « Vers une poétique littéraire de la Caraïbe : de Carpentier à Simone Schwarz-Bart », Synergies, Venezuela, n^o 6, 2011, p. 11-22.

Amy de la Bretèque Pauline, Vers une poétique féminine de la créolisation : une pensée caribéenne et diasporique de la littérature de Jean Rhys, Paule Marshall, Michelle Cliff, Olive Senior et Jamaica Kincaid, thèse, 2020.

Aristote, Poétique, Paris, Les Belles lettres, 1932. Texte établi et traduit par Jean Hardy.

Bénac-Giroux Karine, Poétique et Politique de l’altérité: colonialisme, esclavagisme, exotisme (XVIII^e-XXI^e siècles), Paris, Garnier, 2019.

Boisseron Monique, Regards croisés, Vision du Noir et expression poétique dans la Caraïbe hispanophone du XIX^e et du début du XX^e siècle, Paris, Garnier, 2019.

Brathwaite Kamau, The Arrivants: A New World Trilogy: Rights of Passage, Islands, Masks, Oxford, Oxford UP, 1973.

Chamoiseau Patrick, Écrire en pays dominé, Paris, Gallimard, coll. « Folio », 1997.

Chancé Dominique, Poétique baroque de la Caraïbe, Paris, Karthala, 2001.

Dash J. Michael, “Textual Error and Cultural Crossing: A Caribbean Poetics of Creolization”, Special Issue: Caribbean Literature, Research in African Literatures, vol. 25, n°. 2, 1994, p. 159-168.

Duff Christine, Univers intimes: pour une poétique de l’intériorité au féminin dans la littérature caribéenne, NewYork-Washington D.C.-Bern-Berlin, Peter Lang, 2008.

Flores-Rodriguez Daynali, Towards a trans-Caribbean poetics: A new aesthetics of power and resistance, University of Illinois at Urbana-Champaign, Thesis, 2011.

Giroux Laurent, « Éléments d’un art poétique national : Heidegger », Laval théologique et philosophique, vol. 52, n^o 1, 1996, p. 125.

Glissant Édouard, Introduction à une poétique du divers, Paris, Gallimard, 1996.

Glissant Édouard, Poétique de la relation, Paris, Gallimard, 1990.

Harris Wilson, The Womb of Space, the Cross-Cultural Imagination, Greenwood Press, 1983.

Maximin Daniel, Les Fruits du cyclone : une géopoétique de la Caraïbe, Paris, Seuil, 2006.

Monet-Desombey Hernandez Sandra, « Poétiques mémorielles et imaginaire collectif : canne à sucre et émancipation en Caraïbe », Canne à sucre en Caraïbe Héritages et recompositions, Caravelle, n^o 109, 2017, p. 45-62.

Morejon Nancy, “Toward a Poetics of the Caribbean”, World Literature Today; Norman, Okla., Vol. 76, Iss. 3, 2002, p. 52-53.

Torres-Saillant Silvio A., Caribbean poetics: Aesthetics of marginality in West Indian literature, thesis, 1991.

Réjouis Rose-Myriam, “Caribbean Writers and Language: The Autobiographical Poetics of Jamaica Kincaid and Patrick Chamoiseau”, A Gathering in Honor of Jules Chametzky, The Massachusetts Review, Vol. 44, No. 1/2,, 2003, p. 213-232.

Ricœur Paul, Du texte à l’action: essais d’herméneutique II, Paris, Seuil, 1986.

1.2 Call for Papers: Post-Migration Stress: Racial Microaggressions and Everyday Discrimination (Abstracts: 1-15 March 2022)

Edited by Fabio Quassoli and Monica Colombo

/Deadline for Abstracts: 15 March 2022 /| /Deadline for Articles: 31
July 2022/

Social Inclusion, peer-reviewed journal indexed in the Social Sciences
Citation Index (Web of Science; Impact Factor: 1.333) and Scopus
(CiteScore: 2.4), welcomes new and exciting research papers for its
upcoming issue “Post-Migration Stress: Racial Microaggressions and
Everyday Discrimination,” edited by Fabio Quassoli (Università degli
Studi di Milano-Bicocca) and Monica Colombo (Università degli Studi di
Milano-Bicocca).

This thematic issue aims at presenting new and original research on
post-migration stress and the ways racial microaggressions and
discrimination influence the everyday experiences of both migrants and
asylum seekers, as well as their feelings of inclusion/exclusion.

Relevant research topics include, but are not limited to:

* Discrimination and racism in institutional/work contexts
* Discrimination and racism in everyday informal situations
* The perception of being unduly classified and made inferior based on
negative stereotypes or common-sense categorization
* Consequences of racial and ethnic aggression in terms of overall
well-being and feelings of social exclusion
* Resistance practices and avoidance tactics

Authors interested in submitting a paper for this issue are encouraged
to read the full call for papers here
<https://www.cogitatiopress.com/socialinclusion/pages/view/nextissues#MigrationStress>.

1.3 “Curriculum Imagination”: Decolonising HE Academic Practice Lecture Series

Proposed Date: April 2022
Deadline for submissions: 4th February 2022

Summary
The Education Development Service at Birmingham City Univeristy invites you to its first Lecture Series on Decolonising Higher Education Academic Practice. We recognize that decolonising of learning and teaching is a significant responsibility of every university in the UK. Particularly that of universities like BCU who have such a diverse student population and have significant impact in Birmingham across a wide variety of sectors. The BCU learning teaching and enhancement strategy prioritises the decolonizing of learning resource lists as the initial step in decolonizing learning and teaching at the university. A decolonised curriculum has a positive impact on student engagement and belonging, autonomy, and authenticity of learning.
We are hosting this lecture series to focus on specific examples of how decolonising can be used in academic practice. We hope to gain and share insight into how decolonising has been implemented, and how different subjects or types of academic practice can work toward decolonised teaching. We hope to provide an instructional approach for those who attend the lectures.

The lecture series will consist of a combination of up to 1-hour lectures, and up to 30-minute provocations including time for Q&A.

We encourage lectures and provocations to be submitted in the following areas:
1. How principals of decolonisation have been implemented in a subject for the benefit of learners
2. How curriculum has been redesigned to decolonise learning
3. How assessment has been redesigned to decolonise learning
4. How students have been able to partners in decolonising the curriculum and instruction
5. How students have led on decolonising the curriculum
6. Can academic skills help, or does it hinder the decolonising agenda?
7. Decolonisation, globalisation, and online academic practice in a post-Covid world
8. Decolonising Educational Development – staff or student training and support for learning
9. Using learning resources in decolonising pedagogy

We particularly encourage submissions from those with an international perspective that can speak on their experiences and expertise having centred their own culture and learning environments. We particularly encourage discussions on pedagogical techniques used in South Asia, the Caribbean, and in Africa as this reflects the heritage of most of our student body.

Submissions should be made here: https://forms.office.com/Pages/ResponsePage.aspx?id=VeArfoqCI0W15bd62ZOXhW_m7YbMquREnWUWDcW8b9VUN0cyS0lPRFNRV0pSMUI1Q1FVTjVNNktHUC4u

If you have further queries, please contact Dr. Melanie-Marie Haywood, Director for Education Development via email at melanie-marie.haywood@bcu.ac.uk.

1.4 CFP: « Théories voyageuses » féministes en territoires littéraires et artistiques maghrébins (Expressions maghrébines 22.1, 2023)

Expressions maghrébines

Revue de la Coordination internationale des chercheurs sur les littératures du Maghreb
www.ub.edu/adhuc/em

Vol. 22, nº1, été 2023 : Appel à articles

« Théories voyageuses » féministes en territoires littéraires et artistiques
maghrébins

Dossier coordonné par Touriya Fili-Tullon et Kirsten Husung

Date limite de soumission des articles : 30 juin 2022

Date de parution : mai 2023

La notion de “théories voyageuses” est d’Edward Saïd mais nous l’utilisons ici au sens repolarisé que lui a donné Cornelia Möser dans son ouvrage Féminismes en traductions. Théories voyageuses et traductions culturelles (2013). Cette spécialiste des féminismes propose de mettre en relation de manière systématique les traductions et les débats sur le genre qui traversent l’histoire du féminisme depuis la fin des années 1960. Et c’est dans cette même perspective qu’il s’agit dans ce numéro d’Expressions maghrébines, d’envisager cette circulation non seulement en termes de traductions mais surtout de transferts culturels et théoriques qui président à l’évolution des débats féministes et à leurs reconfigurations littéraires et artistiques au Maghreb.

L’avènement de ce qui a été appelé les “Printemps arabes” a contribué à l’intensification de l’attention portée à la condition des femmes dans les sociétés maghrébines (ainsi que dans différents pays arabo-musulmans). Plus largement, la question des libertés individuelles s’est polarisée autour des problématiques des identités sexuelles et celles du genre au sens que lui donne Joan Scott dès 1986. Elle définit le genre comme « un élément constitutif des rapports sociaux fondé sur des différences perçues entre les sexes », mais aussi comme une « façon première de signifier des rapports de pouvoir ». Ainsi, dans l’introduction au numéro d’Expression maghrébines publié sous le titre Désir et sexualité non normatives au Maghreb et dans la diaspora (été 2017), Domingo Pujante González faisait remarquer à quel point « le développement académique des cultural studies, des gender studies et des postcolonial studies, d’abord aux États Unis, puis ensuite en Europe et un peu partout dans le monde, a contribué à répandre des courants d’analyse situant la sexualité au centre de leurs réflexions, une idéologie parfois floue qui risque de devenir un effet de mode mettant sous sédatif son caractère et sa fonction politique ». Le chercheur soulignait également comment la cristallisation des débats autour d’une dichotomie « hédonisme moderne occidental » vs « conformisme aux traditions et valeurs islamiques » ne fait que renforcer le risque d’essentialisation de codes qui seraient autrement plus diversifiés.

Plus récemment, Abir Kréfa et Amélie Le Renard ont montré combien l’instrumentalisation de la question des femmes musulmanes « à des fins impérialistes » pouvait compliquer la tâche aux féministes du Moyen-Orient et du Maghreb. En tenant compte du contexte social de classe et en dénonçant un capitalisme foncièrement patriarcal, des chercheuses comme Elsa Dorlin s’inscrivent dans un « féminisme décolonial » qui se situe du point du vue des femmes racisées. La philosophe Hourya Bentouhami s’intéresse à la condition des femmes en contexte migratoire en adoptant une perspective postcoloniale. Parallèlement, on assiste de plus en plus à l’émergence de lectures féministes des textes de la doxa religieuse (Coran et dits prophétiques) qui rejettent toute posture victimaire et proposent des lectures critiques des exégèses qui ont prévalu jusqu’ici (c’est le cas de Asma Lambaret, au Maroc), et qu’il est possible d’inscrire dans la lignée des études de Fatima Mernissi, ou encore de Olfa Youssef en Tunisie, ou de Wassyla Tamzali en Algérie.

En outre, en Europe et aux Etats-Unis, les féministes de la diaspora issue de pays musulmans, ou de pays où l’islam est une religion majoritaire, contribuent à alimenter la réflexion autour du genre et du religieux. On pense à La Politique de la piété. Le Féminisme à l’épreuve du renouveau islamique de Saba Mahmood où elle réinterprète le pouvoir des normes en se basant sur les travaux de Judith Butler et de Michel Foucault. Ces différentes recherches et travaux ne manquent pas de susciter des polémiques autour de la possibilité ou de l’impossibilité d’un féminisme islamique. Ainsi par exemple, si Malika Hamidi pose la question des conditions qui rendent possible une telle inscription du féminisme dans une religion réputée « patriarcale », d’autres comme Fawzia Zouari considèrent une telle articulation comme un ad absurdum, et proposent plutôt un féminisme méditerranéen laïc.

Les différentes études féministes et du genre discutées entre Occident et Orient depuis le début du nouveau millénaire et surtout dans le sillage des « Printemps arabes » reprennent ainsi les débats sur l’universalisme versus essentialisme et culturalisme en ajoutant de nouvelles interprétations. Ce numéro est l’occasion de regarder de plus près ces théories autour du genre et des féminismes, qu’elles se disent universalistes, décoloniales, postcoloniales etc. et d’évaluer la manière dont ces théories sont reçues dans le cadre de la littérature et des arts. Comment ces théories circulent-elles et dans quel(s) sens (nord/sud-sud/nord-sud/sud), et surtout comment, les débats de société qu’elles susciteraient informent-ils les textes et les créations artistiques (tels que photographies, cinéma, peinture) ? Cette ère post-révolutionnaire, comme on l’appelle déjà, a-t-elle donné naissance à de nouvelles formes réflexives ?

Les propositions d’articles s’attacheront à situer clairement les corpus et les discours étudiés dans l’extrême contemporain à partir de 2011 et les révoltes dans les pays arabes. Les corpus littéraires et artistiques étudiés se limiteront au Maghreb mais pourront porter sur des textes dans toutes les langues écrites et lues dans la région. Un intérêt particulier sera accordé aux productions minorées : les ouvrages publiés uniquement au Maghreb difficilement accessibles à un lectorat européen.

Axes non restrictifs :
● De quelle manière les théories féministes et du genre voyagent-elles d’un pays à un autre et dans quel contexte, et comment les pratiques littéraires et artistiques diffractent-elles ces débats ?
● Comment les écritures littéraires et pratiques artistiques rejouent (ou déjouent) les rapports de domination du genre, de la classe, et de la langue (par exemple en utilisant l’écriture inclusive) ?
● Quels (nouveaux) supports permettent la diffusion de ces expressions (blogs, vidéos, podcasts, BD…) ?
● Comment le mouvement Me too et les travaux sur les violences sexistes et sexuelles se sont traduits dans les productions littéraires et artistiques au Maghreb ?
● Quels sont les thèmes principaux abordés dans ces expressions quant à la situation des femmes ? (le corps, l’intimité, la sexualité, les relations, la réalité économique, l’héritage etc.)

Les articles, en français ou en anglais, 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 : expressions.maghrebines@ub.edu.
La section VARIA de la revue maintient toujours un appel à articles (sans date limite de soumission) concernant les cultures maghrébines : littérature, cinéma, arts…

1.5 AUPHF+ Annual Event on Decentring French Studies: CfP for PGRs and ECRs

Decentring French Studies

Wednesday 4^th May 2022

On-line event organised by AUPHF+

This year’s annual workshop organised by AUPHF+ is the third in a series that has discussed the future of French and Francophone Studies in the twenty first century. In 2019, we focused on new approaches to pedagogy, from primary schools to higher education via other forms of adult education from a range of settings. In 2020, the theme was Decolonising French Studies where a series of speakers reflected on the ways in which the discipline can be expanded and transformed through processes of decolonisation. This year we would like to consider the broader theme of how our teaching and research is and can be transformed through a process of decentring. What has constituted or continues to constitute the centre in French Studies and how has this come to be the case? What are the benefits of exploring the peripheries and where do these lie? How do we reorientate the discipline to include cultures, voices and regions deemed to be at the margins? What are the ethical implications for researchers and teachers when exploring these margins?

We invite reflections on these and other related themes from early career researchers and PhD students in the field of French and Francophone Studies. Presentations should:

last between 5 and 10 minutes;
be in English or in French;
draw upon your past or current research;
demonstrate how your work responds specifically to the topic of decentring French Studies.

Proposals should take the form of a 250-word abstract which should be emailed to m.j.hurcombe@bristol.ac.uk no later Friday 26 February 2022.

The programme for the event will be announced in early April 2022. The event will also include three keynote presentations and a roundtable discussion to which presenters will be invited to contribute.

FURTHER NEWS

Our Postdoctoral Fellowship remains open for applications until 24 January 2022.

Our Undergraduate Group Project Outreach Fund is open for applications until 28 February 2022.

Further information on all funds and events here: http://www.auphf.ac.uk/news-events

1.6 AàA : Voix subalternes et créa(c)tives. Explorer l’inventivité de la marge francophone

Appel à articles

Voix subalternes et créa(c)tives
Explorer l’inventivité de la marge francophone

Date butoir de soumission des propositions :

le 31 janvier 2022

Annonce
Le projet de l’ouvrage collectif Voix subalternes et créa(c)tives. Explorer l’inventivité de la marge francophone a pour but de mobiliser l’expertise de spécialistes, de chercheurs et d’auteurs de provenance internationale, interpellés par la vitalité et la prégnance de productions littéraires et culturelles émanant d’aires francophones associées communément à la marge. Ce livre scientifique vise à interroger un imposant corpus d’œuvres considérées mineures, constitué des littératures autochtones francophones, acadienne, québécoise et franco-canadiennes, auxquelles s’ajoutent les littératures des Caraïbes, du Maghreb, d’Afrique et d’autres régions de la Francophonie.

Coordination
Cécilia W. Francis, Université Saint-Thomas
Robert Viau, Université du Nouveau-Brunswick

Argumentaire
Selon l’appellation proposée par Deleuze et Guattari, les littératures de la marge francophone ancrées dans des cultures et des imaginaires de la périphérie sont infléchies par une diversité de traditions, de langues concurrentielles, d’axiologies et de formes narratives locales. Ayant résisté à l’assimilation linguistique, aux doxas impérialistes, aux (néo)colonialismes et à l’érosion par la monoculture de masse, leur singularité tant thématique qu’esthétique découle d’une pluralité de patrimoines culturels et artistiques fort riches, ancrés dans des expériences humaines encore peu connues et inexplorées, dont s’inspirent récits oraux, mythes archaïques, ainsi que fictions classiques et novatrices tissées d’hybridité et de créolisation. Malgré leur vigueur, la fragilisation guette ces petites littératures puisqu’elles sont confrontées à des épreuves de reconnaissance au vu des discours hégémoniques du canon. De ce point de vue, elles doivent lutter pour une légitimité au niveau mondial (Casanova).

Il s’agit de réévaluer cette lutte pour la reconnaissance et d’interroger les gains accomplis par des littératures francophones de la marge depuis une première série de travaux fondateurs (Paré, Ashcroft, Griffiths et Tiffin, Le Bris et Rouaud) eu égard à leur réseautage transversal et à leur rayonnement en dépit ou à côté des modèles littéraires représentatifs des cultures prédominantes. L’objectif principal de l’ouvrage consiste à examiner et à divulguer comment les productions de la marge représentent non seulement un puissant ferment de remise en question des assises critiques et théoriques traditionnelles (Miller), mais aussi de précieux vecteurs d’inventivité par rapport aux épistémologies et aux poétiques du centre.

Sollicitant la contribution des chercheurs et des auteurs liés aux francophonies septentrionales et méridionales, cet ouvrage collectif promet de générer des avancées du côté des enjeux méthodologiques, herméneutiques et éthiques, relatifs non seulement au statut littéraire et culturel de la marge, mais aussi en ce qui concerne ses multiples poétiques et pratiques. À cet égard, il contribuera au renouvellement de notre compréhension des dynamiques reliant des minorités francophones transnationales (Lionnet et Shih) dans le traçage de voies inédites pour de futures recherches axées sur la subalternité littéraire et culturelle.

Objectifs particuliers

Sur le plan sociohistorique et socioculturel, cet ouvrage collectif projette d’approfondir le statut unique de la marge littéraire à partir d’un certain nombre de balises contextuelles. Il s’agit de souligner les défis auxquels sont confrontés les phénomènes de la marge francophone et des « petites littératures » (Paré) du point de vue de la légitimation institutionnelle et d’explorer entres autres problématiques comment cette frange de productivité tend à s’ancrer dans l’oralité et à investir les genres dits mineurs et paralittéraires : le journal intime, le récit, l’essai, la chanson, la poésie et les formes dramatiques. Les littératures de la marge sont ainsi traversées par « une conscience de la fragilité qui se meut aussitôt en force, celle de l’intranquillité » (Gauvin).

Ce paradoxe entourant le statut précaire et toujours à renégocier se trouve interpellé par une sphère d’idées élaborées par Gayatri Chakravorty Spivak qui a cherché à cerner les défis entourant la mise en représentation des sujets privés de parole, que nous adaptons dans le sens de littératures de la marge, soumis à une lutte constante pour la reconnaissance. En d’autres termes, il s’agit de demeurer sensible aux épistémès socioculturelles qui empêchent le sujet subalterne d’accéder aux compétences rhétoriques ou scripturales permettant d’encoder son histoire au niveau d’un discours hégémonique et de souligner que ce sujet s’avère « irrémédiablement hétérogène » (Spivak). La subalternité possède ainsi des résonances avec une variabilité de discours et de formes littéraires qui représenteraient autant de modalités d’agentivité (Butler) ou d’occasions de parole performante permettant d’encoder des voix mineures excentrées, encore inadéquatement explorées.

Sur le plan de la poétique et de l’exégèse, cet ouvrage collectif vise à stimuler l’approfondissement de réflexions d’ordre théorique et méthodologique qui enrichiront les modalités d’analyse relatives aux études littéraires. Précisions que les « voix subalternes et créa(c)tives » qui seront examinées au prisme d’un large éventail d’approches comportent des stratégies « de détour » identifiées par Édouard Glissant. Le droit à la liberté créatrice dont se réclament les créateurs de la périphérie n’est pas une donnée accordée d’emblée : « ils ne l’ont conquise qu’au prix de luttes toujours déniées comme telles au nom de l’universalité littéraire et de l’égalité de tous devant la création, et de l’invention de stratégies complexes qui bouleversent totalement l’univers des possibles littéraires » (Casanova).

De telles stratégies vont « de la transgression affichée à la mise en place de systèmes astucieux de cohabitations de langues ou de niveaux de langues, qu’on désigne généralement sous le nom de plurilinguisme ou d’hétérolinguisme textuel » (Gauvin) auxquels s’ajoutent le multiculturalisme syncrétique et la réécriture parodique ou ironique de grands modèles qui bouleversent les formes narratives standard. Ces pratiques de détour s’imposent aux écrivains francophones puisque leurs productions littéraires s’adressent souvent à deux publics, celui de la région ou du pays d’origine et celui du lieu adoptif, lesquels sont séparés par des acquis culturels divergents, amenant ces créateurs à improviser pour atteindre un lectorat à la fois local et plus vaste (Moura). Certaines productions générées à partir du paradigme de la marge littéraire vont ainsi jusqu’à contester les relations de dépendance avec le centre « en mettant en évidence la créativité que recèlent ces stratégies d’écriture : elles tendent ainsi à inverser le sens de l’innovation, qui se diffuserait en certains cas de la périphérie vers le centre » (Denis et Grutman).

Sur le plan de l’agentivité, de la transformation des imaginaires et des échanges, cet ouvrage collectif propose d’explorer comment les productions littéraires et culturelles de la marge sont les catalyseurs de renouvellement sur le plan des normes, des limites, des possibilités et des contraintes par rapport aux discours hégémoniques du centre ou du canon. Évoquons à titre d’exemples emblématiques lafrancographiechez Assia Djebar, façonnée d’un « tangage » de voix issues de la rencontre de ses idiomes ancestraux, de la langue du colonisateur et d’un langage corporel; ainsi que les démarches respectives de l’Acadienne France Daigle, dont l’art poétique nourri du ludisme et du formalisme culmine dans Pour sûr, en un « hyper-roman » (Calvino) où la transgression de normes traditionnelles du genre, de la langue et du style atteint son comble, et du Sénégalais Mohamed Mbougar Sarr, dont le roman La plus secrète mémoire des hommes (prix Goncourt 2021) qui, sous forme de récits enchâssés impliquant trois continents, dépasse la confrontation classique entre Afrique et Occident afin d’inscrire son projet dans la République mondiale des lettres.

Ce projet d’ouvrage collectif suscite de la sorte un riche faisceau d’interrogations. Quelles sont les préoccupations des productions de la marge francophone depuis les deux dernières décennies ou depuis le manifeste « Pour une littérature-monde en français », paru dans le journal Le Monde du 16 mars 2007? Quelles sont les revendications éthiques et esthétiques des auteurs et des autrices de la marge? Quels sont les recoupements entre subalternité, marginalité et transversalité abordées sous l’angle des littératures ou des productions esthétiques francophones? Qui sont les auteurs/autrices ou les créateurs/créatrices en émergence œuvrant dans la marge francophone? Lesquelles sont les postures critiques de la marge? Quels sont les défis posés par la lecture et la circulation des productions extraterritoriales? Comment les divergences imaginaires de la francophonie composent-elles avec la langue ou les langues d’écriture? Quelles sortes de mixité générique infléchissent les productions de la marge? Quel est l’impact du cyberespace sur les productions de la marge (publications numériques, baladodiffusion, réseautage transcontinental, etc.)?

Thèmes et problématiques abordés

Le comité éditorial de l’ouvrage collectif sollicite des propositions d’articles rédigées en fonction des axes suivants :

Formes inventives issues des marges francophones
La déterritorialisation de la langue ou l’inventivité linguistique de la marge
Postures critiques et marge : exiguïté, francophonie, postcolonialisme, néocolonialisme
La transversalité des institutions littéraires francophones
Les manifestes ou les discours axés sur les manifestes de la marge
Le sujet subalterne au sein des institutions francophones
L’agentivité allant du singulier au collectif
Les stratégies de détour liées aux auteurs et aux autrices de la marge
Les littératures de l’intranquillité
L’intermédialité, l’hybridité ou la mixité des genres
Littératures francophones et cyberespace
Traduire les textes francophones
Voix émergentes autochtones
Discours et narrations francophones axés sur l’écologie
Récits ou productions culturelles francophones et problématiques du genre (LGBTQ+)
Textes et productions audiovisuelles signés par les femmes œuvrant dans la francophonie
Échos et métamorphoses de la « littérature-monde en français »
Le dialogue nord-sud à travers des productions esthétiques : rencontres, tensions, ouvertures

Consignes de rédaction

Proposition d’article

Une proposition d’article d’un maximum de 300 mots, accompagnée d’une courte notice bio-bibliographique, doit être envoyée avant le 31 janvier 2022 à l’adresse électronique suivante : voixsubalternes@gmail.com

Articles définitifs

Après acceptation de la proposition d’article par le comité d’évaluation, l’article inédit et définitif d’un maximum de 5 000 mots, bibliographie non comprise, accompagné d’un résumé (150 mots au maximum) et d’une notice bio-bibliographique doit être envoyé avant le 30 juin 2022 à l’adresse électronique suivante : voixsubalternes@gmail.com

Prière de suivre attentivement les normes de mise en page des articles, accessibles en ligne sur le site de l’APLAQA à l’adresse suivante :

https://www.unb.ca/fredericton/arts/_assets/documents/fr/protocole-archipel.pdf

L’évaluation des articles sera faite par un comité d’évaluation formé d’universitaires.

Références

Ashcroft, Bill, Gareth Griffiths et Helen Tiffin, L’empire vous répond, Bordeaux, PU de Bordeaux, 2012 [1989].

Butler, Judith, Gender Trouble: Feminism and the Subversion of Identity, New York et Londres, Routledge, 1999 [1990].

Calvino, Italo, Leçons américaines, Paris, Gallimard, 2018 [1989].

Casanova, Pascale, La République mondiale des lettres, Paris, Seuil, 1999.

Deleuze, Gilles et Félix Guattari, Kafka. Pour une littérature mineure, Paris, Les Éditions de Minuit, 1975.

Denis, Benoît et Rainier Grutman, « Centre et périphérie », Paul Aron, Denis Saint-Jacques et Alain Viala (dir.), Le dictionnaire du littéraire, Paris, PUF, 2002, p. 83.

Djebar, Assia, Ces voix qui m’assiègent… en marge de ma francophonie, Montréal, PUM, 1999.

Francis, Cécilia W. et Robert Viau (dir.), Trajectoires et dérives de la littérature-monde. Poétiques de la relation et du divers dans les espaces francophones, Amsterdam/New York, Rodopi, coll. « Francopolyphonies », 2013.

Gauvin, Lise, « Autour du concept de littérature mineure. Variations sur un thème majeur », Jean-Pierre Bertrand et Lise Gauvin (dir.), Littératures mineures en langue majeure. Québec / Wallonie-Bruxelles, Montréal, Bruxelles, PUM et Presses Interuniversitaires Européennes, 2003.

Glissant, Edouard, Poétique de la Relation, Paris, Gallimard, 1990.

Le Bris, Michel et Jean Rouaud (dir.), Pour une littérature-monde, Paris, Gallimard, 2007.

—- et Jean Rouaud (dir.), Je est un autre. Pour une identité-monde, Paris, Gallimard, 2010.

Lionnet, Françoise et Shu-mei Shih (dir.), Minor Transnationalism, Durham et Londres, Duke University Press, 2005.

Marivat, Gladys, propos recueillis par, Mohamed Mbougar Sarr, Prix Goncourt 2021 : « L’Afrique n’est pas à mettre à part dans l’histoire de la littérature », article en ligne :

https://www.lemonde.fr/afrique/article/2021/11/04/mohamed-mbougar-sarr-prix-goncourt-2021-l-afrique-n-est-pas-a-mettre-a-part-dans-l-histoire-de-la-litterature_6100959_3212.html

Miller, Christopher, Nationalists and Nomads: Essays on Francophone African Literature and Culture, Chicago, University of Chicago Press, 1999.

Moura, Jean-Marc, Littératures francophones et théorie postcoloniale, Paris, PUF, 2019 [1999].

Paré, François, Les littératures de l’exiguïté, Hearst, Le Nordir, 2001 [1994].

Spivak, Gayatri Chakravorty, Les subalternes peuvent-elles parler? traduit par Jérôme Vidal, Paris Éditions Amsterdam, 2009 [1988].

1.7 Appel à contribution: Session affiliée du CIÉF à la Convention de la MLA, San Francisco, 5-8 janvier 2023 – Représentations littéraires francophones de la folie

Session affiliée du CIÉF à la Convention de la MLA,

San Francisco, 5-8 janvier 2023.

La folie est un concept qui a perpétuellement fascinés et inspiré les intellectuels et les savants de tous temps. Sous l’appellation expansive de la folie peut se recouper aussi bien l’idée de trouble, de désordre, d’aliénation que celle des souffrances sociales et de la maladie mentale. D’où la production culturelle d’une abondante littérature critique sur ce sujet par Frantz Fanon, Édouard Glissant, Michel Foucault, et plus récemment Robert Berthelier et Sander Gilman, pour n’en citer qu’un nombre très limité. Mais que nous dévoile la littérature sur ce même sujet ? Cette session propose d’investiguer les représentations littéraires francophones de la folie (dans sa conception physique, mentale, spirituelle et/ou métaphorique). Nous nous intéressons particulièrement à des propositions qui défient et élargissent la conception occidentale de la folie. Qui, dans les sociétés caribéennes, nord-africaines et sub-sahariennes, est considéré comme fou/folle et pourquoi ? En quoi les normes culturelles respectives de chaque région peuvent-elles jouer un rôle dans cette détermination ? La science a-t-elle son mot à dire ? Nous recherchons à intégrer des formes diverses de représentations qui peuvent inclure des expériences humaines liées au traumatisme, à la colonisation, à l’immigration, aux catastrophes naturelles, aux guerres, au magico-religieux, à la politique, etc.

Proposition de communication (300 à 500 mots, en français) à envoyer d’ici le 1^er mars 2022 à Linsey Sainte-Claire (Middlebury College) à l’adresse lsainteclaire@middlebury.edu.

Veuillez y inclure votre nom, votre affiliation universitaire et votre adresse électronique.

1.8 Neo-Slave Narrative Conference 2022 CFP

Call for Conference Papers
‘Neo-slave Narratives’
Hosted by University of Greenwich, at its Maritime Campus, and Co-organised by the University of Greenwich and the University of Liverpool

16th and 17th June 2022

The original African American and Caribbean slave narratives of the eighteenth and nineteenth centuries (for example, those by Olaudah Equiano, Harriet Jacobs and Frederick Douglass) have been revisited in the twentieth and twenty first century neo-slave narrative genre that includes works of poetry, prose, drama, film and art. Neo-slave narratives exist in many forms, including the historical novel, science fiction, memoir, and the gothic. The conference aims to identify the political, historical, and aesthetic origins of slave narratives whilst also considering how neo-slave narratives re-imagine the slave narrative tradition, its tropes and its form. At the end of her own seminal neo-slave narrative Beloved (1987), Toni Morrison writes of how the history of slavery “is not a story to pass on”, famously ambivalent words that invite us to consider why the slave narrative continues to be passed on, told in ever more diverse and imaginative forms of remembrance.

Proposals on any aspect of neo-slave narratives, as well as the following points are welcome:

• the significance of slavery for eighteenth-century capital accumulation

• slave narratives as central to eighteenth-century and nineteenth-century abolitionist discourse

• slave and neo-slave narratives as exemplars of a counter-discourse to ideologies supporting racial capitalism

• neo-slave narratives as transnational, global, black Atlantic texts

• the way in which the trauma of slavery, obscured by the original slave narrators, returns in neo-narratives as the repressed, and repeated as individual and collective re-memory

• the way in which slavery is re-articulated in language that is itself the legacy of slavery

• the significance of neo-slave narratives for continued revisions of racial identities

• neo-slave narratives as critiques of conventional historical accounts

• the consideration of language acquisition within the context of enforced displacement

• articulations of modern-day slaveries

Abstracts of 2-300 words, accompanied by 100 words of biography, for 30 minute papers (including questions) to be sent to conference organisers: j.j.baillie@gre.ac.uk<mailto:j.j.baillie@gre.ac.uk> and Madelyn.Walsh@liverpool.ac.uk<mailto:Madelyn.Walsh@liverpool.ac.uk> by 28th February 2022.

1.9 BruLau doctoral summer school 7-11 June 2022 in Brussels

Dear colleagues,

The BruLau doctoral Summer school, a partnership between the Université libre de Bruxelles and the Université de Lausanne, will take place this year between June 7-11, in Brussels.

It is aimed at francophone doctoral students in social sciences and humanities who work on gender and sexuality and is a wonderful opportunity to exchange views on these topics.

The inscriptions are now open, more information hereunder.

Please disseminate widely to your doctoral students.

Sincerely,

Michael Rosenfeld

https://ulb.academia.edu/MichaelRosenfeld

Bonjour à tout.e.x.s!

L’équipe du BruLau a le grand plaisir de vous annoncer l’ouverture des inscriptions pour l’édition 2022 de l’école d’été qui se déroulera à Bruxelles du 7 au 11 juin 2022 !

Le BruLau est une école d’été francophone en études de genre organisée par la Structure de Recherche Interdisciplinaire sur le Genre, l’Égalité et la Sexualité (STRIGES) de l’Université Libre de Bruxelles et le Centre en Études Genre (CEG) de l’Université de Lausanne. L’école d’été s’adresse aux doctorant.e.x.s de toutes les disciplines en sciences humaines et sociales souhaitant renforcer leur formation en études genre. Elle offre un encadrement adapté tant aux doctorant.e.x.s en début de formation qu’à celles et ceux qui sont plus avancé.e.x.s dans leur démarche de recherche. Les activités se déroulent en français et se déclinent en quatre formats : des grandes conférences et tables-rondes, des ateliers de recherche (les ateliers du genre) où les doctorants.e.x.s reçoivent des commentaires approfondis sur leur travaux, des séances de mentorat en « tête à tête » ainsi que des ateliers méthodologiques. Enfin, le BruLau, c’est aussi une semaine d’échanges et de rencontres!

Sans plus attendre, inscrivez-vous au lien suivant :

https://msh.ulb.ac.be/fr/team/striges/brulau

Le programme et la liste des intervenant.e.x.s et mentors sont également disponibles au lien ci-dessus!

Les quatre grandes conférences au programme de cette édition 2022 : Les langages du genre; Féminismes et questions trans; Care et travail domestique; Corps et performance.

Quelques dates et informations importantes (que vous trouverez également sur le site du BruLau):

14 février 2022: fermeture des inscriptions (avec envoi d’un résumé du papier présenté lors des ateliers du BruLau entre 8 000 et 10 000 signes + mots clés et disciplines/domaines de recherche)

15 avril: délai pour envoyer le papier (entre 40 000 et 60 000 signes max!)

Frais d’inscription: 150 euros.

Des bourses serons mises à disposition par Wallonie-Bruxelles International pour les étudiant·es du Sud, avec une priorité pour les pays suivants: Bénin, Burkina Faso, Sénégal, RDC, Rwanda, Maroc, Tunisie et Palestine. Les informations seront disponibles au plus tard la semaine prochaine sur le site du BruLau.

On se réjouit de vous accueillir! Venez nombreux.ses !

L’équipe du BruLau 2022

1.10 Appel à candidatures de bourses à destination de doctorant•es des pays du Sud global – BruLau 2022

Le BruLau est l’école doctorale internationale francophone d’été en études genre, organisée par le Centre d’Études Genre (CEG) de l’Université de Lausanne et la Structure de recherche interdisciplinaire sur le genre, l’égalité et la sexualité (STRIGES) de l’Université libre de Bruxelles. S’adressant aux doctorant·es de toutes les disciplines en sciences humaines souhaitant renforcer leur formation en études genre, le BRULAU offre une semaine de formation interdisciplinaire, interactive et personnalisée avec des enseignant·es reconnu·es internationalement. Il offre un encadrement adapté tant aux doctorant·es au début de leur formation qu’à celles et ceux plus avancé·es dans leur démarche de recherche. Les activités se déroulent en français et se déclinent en quatre formats : des conférences et table-ronde, des ateliers de recherche, des séances de mentorat « en tête à tête » et des sessions professionnelles.

La prochaine édition du BruLau se tiendra du 7 au 11 juin 2022 à l’Université libre de Bruxelles.

Le BruLau lance un appel à candidatures pour des bourses à destination de doctorant·es des pays du Sud global, finançant le voyage, le logement et le transport à Bruxelles, ainsi que les frais d’inscription à l’école d’été (150 euros).

La priorité sera donnée aux étudiant·es des pays suivants : Bénin, Burkina Faso, Sénégal, RDC, Rwanda, Maroc, Tunisie et Palestine.

Ces bourses sont financées par Wallonie-Bruxelles International (WBI).

Pour déposer un dossier de candidature au BruLau sollicitant l’obtention d’une bourse WBI, merci de bien vouloir remplir le formulaire d’inscription au Brulau (avant le 14 février 2022), de préciser dans le formulaire d’inscription que vous postulez à l’obtention d’une bourse WBI et d’envoyer les documents demandés dans le formulaire à l’adresse brulau2022@ulb.be.

La demande d’obtention d’une bourse nécessite l’envoi supplémentaire (1) d’une lettre de recommandation de votre directeur·rice de thèse ou de toute autre personne en mesure de donner un avis sur votre travail scientifique et (2) de remplir le formulaire ci-joint « Bourse à destination de doctorant·es des pays du Sud global », les deux avant le 28 février 2022.

Une réponse vous sera fournie mi-mars 2022 au sujet de l’obtention de la bourse.

La participation au BruLau est conditionnée par les mesures sanitaires imposées par la Belgique à ce moment-là, mais des solutions ad hoc seront recherchées si besoin.

Wallonie-Bruxelles International (WBI) est l’agence chargée des relations internationales Wallonie-Bruxelles. Elle est l’instrument de la politique internationale menée par la Wallonie, la Fédération Wallonie-Bruxelles et la Commission communautaire français de la Région de Bruxelles-Capitale.

1.11 47th Annual Nineteenth Century French Studies Colloquium Nov 2022

47th Annual Nineteenth-Century French Studies Colloquium New York City, Nov. 3-6, 2022

TRANSATLANTICS / TRANSATLANTIQUES

Taking the prefix “trans” in its myriad permutations, this conference asks us to consider transatlantic aspects of nineteenth-century French literature, history, and culture through a wide lens. We invite scholarship that traces this ocean crossing through a variety of perspectives on the long nineteenth century: the horrors of the slave trade and its legacies, the complexities of migration, the emergence of travel as leisure, as well as artistic and intellectual exchanges across borders, both literal and symbolic.

We welcome papers relating to the topics below and beyond:

Transatlantic slave trade Transnational Transgressions Transformation Transhistoricism Translation Transmission Transportation Transvestism Transpositions

Trans as a verb Transing gender Transing borders

Trade & Circulation
Travel & travel literature
Tourism
Letters & epistolary novels Revolution: American, French, Haitian Empire
Tocqueville
Monuments & memory
Power & influence
Cities
French views of America/
American views of France
French Theory in an American context Le wokisme et le 19ème siècle
Global French
Expositions universelles
Competition
Technologies
The press / communications

The conference will take place at the New York Marriott Downtown in Lower Manhattan. Submissions for individual papers may be in French or English and should be sent in the form of an abstract (250 words) to ncfs2022@gmail.com by April 1, 2022. For session proposals a separate abstract for each paper should be included. The conference will be in- person, and up to date vaccination against Covid-19 will be required for all participants.

Organizers: Rachel Corkle (BMCC and the Graduate Center, CUNY), Susan Hiner (Vassar College), Bettina Lerner (CCNY and the Graduate Center, CUNY), Rachel Mesch (Yeshiva University)

***

TRANSATLANTIQUES/CFP

47e colloque annuel de l’association Nineteenth-Century French Studies New York City, Nov. 3-6, 2022

TRANSATLANTICS / TRANSATLANTIQUES

Cette conférence nous invite à considérer le préfixe “trans” dans toute la polyvalence du terme et à aborder les facettes transatlantiques de la littérature, de l’histoire, et de la culture française du dix- neuvième siècle à travers un large prisme. Nous recherchons des contributions retraçant ces traversées océaniques à travers une variété de perspectives considérant le long XIXe siècle : les horreurs de la traite des esclaves et ses séquelles, les complexités posées par la migration, l’émergence du voyage de loisir ainsi que les échanges artististiques et culturels à travers les frontières, qu’elles soient littérales ou symboliques.

Nous invitons des contributions liées de près ou de loin aux thèmes suivants, ces suggestions n’étant toutefois pas limitatives:

La traite transatlantique des esclaves
Le transnationalisme
Les transgressions

Les transformations Le trans-historicisme La transmission
Les transports

Le travestissement Les transpositions Les transgenres La traduction

Le commerce et la circulation
Le voyage et les récits de voyage
Le tourisme
Les lettres et la littérature épistolaire
Les révolutions américaines, françaises et haïtiennes
Empire et impérialisme
Tocqueville
Les monuments et la mémoire
Le pouvoir et l’influence
Les villes
Perspectives françaises sur l’Amérique et vice- versa
La théorie française dans un contexte américain
Le “wokisme” et le 19ième siècle
Le français global
Les expositions universelles
La compétition
La technologie
La presse et les communications

Le colloque aura lieu au New York Marriott Downtown situé à Lower Manhattan. Les propositions de communications ou de séances, en français ou en anglais, de 250 mots, doivent nous parvenir d’ici le 1er avril 2022 à ncfs2022@gmail.com. Pour les propositions de séance, veuillez inclure une proposition pour chaque communication. Le colloque sera en présentiel et tous ceux et celles y participant devront être vaccinés contre la COVID-19 (avec preuve à l’appui).

De la part des organisatrices : Rachel Corkle (BMCC & the Graduate Center, CUNY), Susan Hiner (Vassar College), Bettina Lerner (CCNY & the Graduate Center, CUNY), Rachel Mesch (Yeshiva University)

1.12 CFP. AFRIQUE DU SUD ET LE MONDE FRANCOPHONE

La présence française en Afrique australe remonte au XVIIe siècle avec l’arrivée des Huguenots sur la côte occidentale de l’Afrique du Sud. Très tôt, ce pays a donc été à la fois un refuge et une terre d’accueil pour de milliers de Français, victimes de l’intolérance religieuse dans le Royaume de France après la révocation de l’Edit de Nantes en 1685. Ceux qui purent s’installer près du Cap, cohabitèrent harmonieusement avec d’autres communautés européennes en préservant de façon singulière leur identité linguistique, en même temps qu’ils participaient, par ailleurs, à réduire les populations locales à l’esclavage. Installés à Franschhoek, « le coin des Français », ils développèrent donc leurs traditions, notamment la culture du vin à partir de leurs savoir-faire originels. Les traces de cette présence française en Afrique du Sud à l’époque est encore visible aujourd’hui à travers certains noms de famille, de lieux et de saveurs, en dépit de la contrainte assimilationniste à laquelle elle a pu être confrontée.

Au fil du temps, cette présence s’est étiolée et est devenue sélective à cause de l’histoire politique du pays. D’abord, durant la période coloniale où la tragédie de Saartje Baartman connait son apogée dans les salons mondains de la capitale française avant que l’héroïne finisse momifiée au Musée de l’Homme ; puis la crise de Fachoda fit écho au projet français qui contrecarrait celui des Britanniques de relier le Caire à la ville du Cap ; et enfin, pendant l’Apartheid, où bon nombre de pays francophones, notamment la Guinée et la France, offrirent l’hospitalité aux acteurs de la lutte contre le système raciste et ségrégationniste. C’est ainsi que Miriam Makeba, Steve Biko, André Brink, Dulcie September, Johnny Clegg, Breyten Breytenbach pour ne citer que ceux-ci, entamèrent malgré eux le dialogue avec le monde francophone tandis que les noms d’Albert Luthuli, de Nelson Mandela, de Bram Fischer les précédaient dans leur longue marche vers la liberté, en rappelant la tradition épique du roi Chaka Zulu très présente dans l’imaginaire du monde francophone. Comme modèles de la résistance des peuples, Chaka Zulu, Nelson Mandela et Miriam Makeba sont devenus des personnages de fiction tandis qu’André Brink et Johnny Clegg incarnaient les grandes figures de la création artistique en raison du lien ténu entre leurs œuvres, l’engagement politique et la défense des opprimés au détriment des privilèges de classe et de race. Il faut relever qu’à la rencontre in situ des pionniers de la communauté francophone (les Huguenots) avec l’Afrique du Sud, se conjugue celle qui se noue essentiellement hors de l’Afrique du Sud à cause des mesures de restrictions des libertés sous le régime de l’Apartheid.

Pourtant, durant cette période, l’enseignement du français avait bien lieu dans les écoles et universités élitistes du pays. Il contribuait à assurer à la minorité blanche, non seulement l’ouverture au monde, mais surtout le prestige culturel rattaché à la langue et à la culture françaises. Au vu du corpus privilégié et des orientations pédagogiques de l’époque, l’enseignement/apprentissage du français apparaissait alors comme un privilège de race et de classe, mais aussi paradoxalement comme un instrument de lutte qui a permis de porter le combat des auteurs sud-africains à l’échelle du monde francophone par le biais de la traduction. C’est par exemple le cas de l’œuvre d’André Brink, A Dry White Season, dont la version française Une saison blanche et sèche a passé plus d’une vingtaine d’années dans les programmes scolaires au Cameroun et vulgarisé la condition misérable des peuples africains d’Afrique du Sud.

La libération de Nelson Mandela le 11 février 1990 eut un vibrant retentissement à l’échelle mondiale et bien plus encore dans l’espace francophone. Le plus vieux prisonnier politique devenait ainsi un mythe vivant dont la ténacité de sa philosophie de la libération et de la réconciliation de son peuple irradie jusqu’à présent la création artistique et littéraire francophone. L’accession de Nelson Mandela au pouvoir à l’issue des premières élections pluralistes en 1994 en Afrique du Sud ouvrait de facto son pays aux mondes. Cette terre, autrefois exclue du concert des nations, devait commencer à recevoir d’autres types d’invités dont particulièrement ceux issus du monde francophone africain. L’éventail des voies francophones s’élargissait alors par l’irruption de ces nouveaux acteurs de langue française en terre sud-africaine. En plus, la démocratisation de l’accès aux écoles et aux universités impliquait une reconfiguration de l’enseignement/apprentissage du français et des littératures de langue française avec un grand intérêt pour la question décoloniale. Fiona Horne (2017) note fort à propos que :

Debates around Francophonie, broadly used as a marker for post-colonialism and cultural diversity, clearly resonate with the South African project of decolonisation and democratisation. Within this framework of values, Francophone literature in South African academic programmes is consciously being (re)positioned to promote a sense of belonging to the African continent.

This has led to a strong representation of francophone African literature and a shift in how texts are selected. Texts are chosen less as examples of high cultural production and representation and more through the principles of identification and authenticity. They aim at shedding light on the reader’s own culture through an intercultural dialogue with the text. This kind of inclusiveness is evident in the focus on tropes such as class, identity, gender, race and migration which reinsert the text into social contexts and current debates.

Dans ce sillage, le professeur Bernard De Meyer apparaît comme une figure tutélaire des études francophones en Afrique du Sud et plus généralement, en Afrique australe. Auteur de nombreuses publications sur les littératures africaines francophones contemporaines, ses travaux ont contribué à travers la Revue French Studies in Southern Africa et bien d’autres, à inscrire dans le paysage académique sud-africain de manière continue et pérenne la recherche sur la F/francophonie. Homme de culture, ayant assuré la présidence de l’Alliance Française de Pietermaritzburg et de l’Association For French Studies in Southern Africa, il a su maintenir, par son implication de longue date aux activités de ces associations, la flamme de la langue française et de ses littératures dans un environnement de marché linguistique et culturel extrêmement concurrentiel. Privilégiant le dialogue plutôt que la confrontation entre les imaginaires, sa présence, ses travaux de recherche, ses activités pédagogiques et son encadrement de nombreux doctorants et postdocs, font qu’aujourd’hui, les French and Francophone Studies sont un champ disciplinaire bien implanté dans le paysage universitaire en Afrique australe en général et plus spécifiquement en Afrique du Sud. Il est révélé comme l’un des 60 visages de la Francophonie scientifique à l’occasion de la célébration du 60e anniversaire de l’Agence Universitaire de la Francophonie (AUF) en septembre 2021 et son message à l’occasion était : « Continuez avec la même rigueur, avec le même sens de la communauté ».

Comme dépositaires de cet héritage qui doit être perpétué, les auteurs de cet appel à contribution, au-delà de la gratitude symbolique que des disciples rendent à leur mentor, voudraient convier à réfléchir sur l’état des lieux et aussi sur les projections de la rencontre des imaginaires culturels et idéels qui s’est tissée au fil du temps entre l’Afrique du Sud et même australe avec le reste du monde francophone. Trois axes, sans être exclusifs, seront privilégiés :

– L’axe artistique devra amener les contributeurs à se pencher sur le marché des biens symboliques qui se noue autour des Instituts français en Afrique australe. Des vernissages des artistes locaux à leur séjour dans les capitales francophones, il s’agira de mettre en exergue l’ouverture qu’offre l’expérience du contact avec ce qu’on pourrait appeler la Francophone Touch. Les dimensions inter et trans-médiales pourront nourrir la réflexion sur les approches artistiques d’un créateur à un autre. Par ailleurs, il sera tout aussi intéressant de voir comment l’Afrique du Sud a servi de matière première et de tremplin aux artistes francophones dans leur création et dans leur trajectoire professionnelle.

– L’axe littéraire quant à lui mettra un accent particulier sur les représentations de l’Afrique du Sud, de son histoire, sa géographie, de ses idéaux dans les littératures de langue française. Il convient en effet de noter que si le monde francophone est moins présent dans l’imaginaire des Sud-Africains, leur pays, a contrario, à travers ses figures héroïques, a constitué une trame à partir de laquelle les écrivains africains francophones en l’occurrence ont projeté, à un moment donné de l’histoire de la littérature africaine, le futur africain. Une autre voie à explorer sera celle de la réception, par le biais de la traduction, des écrivains sud-africains dans le monde francophone.

– Le dernier axe didactique planchera sur les défis de l’enseignement du français en Afrique australe. Comme didactique de langue étrangère, les contributions devraient souligner les efforts d’endogénéisation des approches et du corpus en fonction des directives institutionnelles liées au processus de décolonisation et des attentes personnelles des apprenants vis-à-vis de l’apprentissage de la langue française.

Pour répondre à cet appel, les résumés de vos propositions d’article (200 à 300 mots), accompagnés d’une brève notice biographique de l’auteur, devront parvenir à l’adresse : collectif4bdm@gmail.com, au plus tard le 17 mars 2022.

Comité scientifique

Abdoulaye Imorou (University of Ghana)

Albert Jiatsa Jokeng (University of Maroua, Cameroon)

Christian Ollivier (Université de la Réunion, France)

Clément Dili Palaï, (University of Maroua, Cameroon)

Cynthia Parfait (Université d’Antsiranana, Madagascar)

Emmanuel Ndour (University of the Witswaterand, South Africa)

Fiona Horne (University of the Witswaterand)

Jaco Alant (University of KwaZulu-Natal, South Africa)

Jean Claude Abada Medjo (University of Yaounde 1)

Jean-Louis Cornille (University of Cape Town, South Africa)

Karen Ferreira-Meyers (University of Eswatini)

Kasongo Kapanga (University of Richmond, USA)

Markus Arnold (University of Cape Town, South Africa)

Michael Apuge (University of Maroua, Cameroon)

Patrice Mwepu (Rhodes University, South Africa)

Pierre Halen (Université de Metz, France)

Raymond Mbassi Ateba (University of Maroua, Cameroon)

Sarah Davies Cordova (University of Wisconsin Milwaukee, USA)

Véronique Tadjo écrivaine, Côte d’Ivoire

Comité éditorial

Alexandra Stewart (University of KwaZulu-Natal, South Africa)

Laude Ngadi Maïssa (University of KwaZulu-Natal, South Africa)

Philip Awezaye M. (University of KwaZulu-Natal, South Africa)

Roger Fopa Kuete (University of KwaZulu-Natal, South Africa/ University of Maroua, Cameroon)

Yaya Mountapmbémé P. Njoya (University of KwaZulu-Natal, South Africa/ University of Maroua, Cameroon)

Calendrier

Date de publication de l’appel : 17 janvier 2022

Date butoir de réception des résumés : 17 mars 2022

Notification aux contributeurs (31 mars 2022)

Retour des chapitres rédigés (31 juillet 2022)

Renvoi des chapitres revus et corrigés (15 septembre 2022)

Début du processus éditorial avec pour date probable de publication (1er trimestre 2023)

1.13 CFA Deadline for proposals: March 6, 2022 – Images de migrants – Média, médiation et réception audiovisuelle

Appel à contribution pour l’ouvrage collectif

Images de migrants – Média, médiation et réception audiovisuelle

(L’Harmattan, coll. « Communication et civilisation », à paraître en décembre 2022)

Depuis la nuit des temps, les humains se déplacent pour des raisons d’ordre socio-économique, géopolitique ou climatique. La migration est ainsi « l’une des modalités de la mobilité »[1]. Depuis 2015, dans l’espace méditerranéen, on ne parle plus de migration mais de « crise migratoire » avec l’augmentation du flux de migrant∙e∙s de l’Afrique, du Proche et du Moyen-Orient vers l’Europe : « Cet afflux massif et rapide a profondément bouleversé la politique d’asile de l’Union européenne et suscité de nombreuses réactions tant des États que des citoyens, allant de la solidarité, spontanée ou organisée, avec les migrants, à l’hostilité et au rejet » (Gaillard, 2018). Cette pluralité des modes d’appréhension des migrations est d’autant plus difficile à cerner quelle transparait non seulement dans les expressions linguistiques mais aussi dans les images. Les discours sur les migrant∙e∙s sont de surcroît fréquemment multimodaux, circulant dans les dispositifs de médiation interculturelle, les industries culturelles, les médias mainstream et les réseaux-socio-numériques. Leur portée est changeante selon la diversité des publics et des contextes de réception. Partant du principe que la notion de migrant est construite (socialement, politiquement, médiatiquement), comment les dispositifs éducatifs, de médiation culturelle ou médiatiques mobilisent-ils des images fixes ou des supports audiovisuels représentant les migrant∙e∙s ? Quelles valeurs et plus généralement quelles représentations des migrant∙e∙s, de leurs sociétés d’origine, de transit ou d’accueil ces images et ces dispositifs transmettent-ils ? Comment les publics, dans leur diversité, les appréhendent-ils ?

Si la thématique des migrant∙e∙s a déjà été explorée en sciences de l’information et de la communication (Migrants et migrations en SIC, Questions de communication n° 17, 2018 ; Amal Nader & Jimy Boulos, dirs, Médiations et migrations, L’Harmattan, coll. « Communication et civilisation », 2020 ; Elaine Costa Fernandez, Claire Scopsi et Raymonde Ferrandi, dirs, TIC, migrations et interculturalité, L’Harmattan, coll. « Espaces interculturels », 2021), l’approche de cet ouvrage se veut inédite, car elle sera entièrement consacrée aux usages et aux réceptions des images produites sur ou réalisées par les migrant∙e∙s (livres illustrés, B.D., photographies, films, videogame, etc.). Dans cette perspective, toutes les contributions devront s’appuyer sur des enquêtes de terrain ou des études de réception audiovisuelle de divers médias ou dans des dispositifs de médiation interculturelle. Ainsi pourront-elles répondre aux questions suivantes : comment les supports iconiques et audiovisuels traitant des migrant∙e∙s sont-ils utilisés et accueillis par les publics dans les dispositifs de formation, de médiation culturelle ou de médiatisation ? En quoi leurs interprétations sont-elles déterminées par les contraintes des « espaces de communication » (Odin, 2011) qui les mobilisent ? Dans une perspective comparatiste, la confrontation des interprétations des images par des publics différenciés dans des espaces de communication différents permettrait-elle de mieux analyser la constructions et la circulation des discours sur la « crise migratoire » autour de la Méditerranée ?

Cet ouvrage organisé en trois parties (médias, éducation et formation, médiation culturelle) sera le fruit de deux sources : une sélection parmi les réponses à cet appel à contribution ainsi qu’une partie des communications au colloque international organisé les 14 et 15 décembre 2021 à l’IUT de Troyes dans le cadre du programme de recherche « Images, discours et mobilités en Méditerranée » (IDeM2, 2020-2022) en réponse à un appel à projet du réseau Langue française et expressions francophones (LaFEF).

Sa thématique concerne tous les types de migrations (professionnelles, économiques, politiques, etc.), observables hier ou aujourd’hui, dans ce « bassin de la diversité » qu’est la Méditerranée (Albertini, 2013 : 2).

D’un point de vue méthodologique, seules les propositions d’articles menant une analyse véritable des réceptions ou interprétations des images seront sélectionnées. Les études pourront porter sur les publics d’Afrique, d’Europe, du Proche et du Moyen Orient.

Elles devront s’inscrire dans l’un des axes suivants :

Médias

Cette partie est centrée sur le rôle des médias (nouveaux ou non) dans la mise en scène polarisante des discours sur les migrant∙e∙s. Selon la généralisation de l’information-spectacle, le débat public est organisé dans une « arène médiatique » (Charaudeau, 2015), qui, s’appuyant sur des images, se nourrit et fabrique des controverses. Ces représentations et discours multimodaux sont particulièrement complexes à décrypter dans la mesure où ils recourent à plusieurs matières de l’expression et à plusieurs mediums ou médias, notamment audiovisuels. Dans des études qui combinent analyses des images, des médias et de leur réception, on pourra se poser les questions suivantes : quelles représentations des migrant∙e∙s sont véhiculées dans les médias ? Comment s’opère la réception de ces images et de ces discours sur les réseaux sociaux numériques (RSN) ? Dans quelle mesure ces traitements médiatiques sont-ils les auxiliaires de discours politiques dans les divers pays méditerranéens ? Si toutefois les traitements médiatiques de la crise des migrant∙e∙s tendent à alimenter les polémiques, d’autres représentations médiatiques des migrant∙e∙s émergent-elles ? Dans quelle mesure constitueraient-elles des formes de contre-culture par rapport à ce modèle dominant ?

Éducation et formation

Quels sont les usages et réceptions des images de migrant∙e∙s dans les cadres d’éducation ou de formation formelle ? On pourra, entre autres, se poser les questions suivantes : Quelles utilisations des images sont faites dans les cadres éducatif ou formatif qui accueillent les migrant∙e∙s ? Concernant la motivation des publics de migrant∙e∙s, en quoi ces images seraient-elles facilitatrices des apprentissages que cela soit à l’écrit ou à l’oral ? Comment les divers publics scolaires reçoivent-ils les images des migrant∙e∙s ? Comment les formateurs appréhendent-ils ces images ?

Médiation culturelle

Dans une perspective de médiation interculturelle, comment les images ou les films, dont le thème est en lien direct ou indirect avec les phénomènes de migration en Méditerranée, sont reçus par les migrant∙e∙s ou les non-migrant∙e∙s dans différents contextes ? Centrée sur les dispositifs plutôt que sur les supports (dont les genres et types peuvent être variés : fiction, documentaire, amateur, etc.), cette partie est consacrée aux observations sur le terrain des espaces de médiation divers aussi bien en termes d’organisation que de finalités. Elle concerne les dispositifs d’éducation cinématographique (festivals de cinéma, ciné-clubs, etc.), les structures favorisant l’accueil des migrants (organisations associatives ou gouvernementales, dispositifs scolaires, foyers de migrant∙e∙s, etc.), ou encore les espaces muséaux et les lieux de mémoire (par exemple, les musées d’histoire exposant des images de migrants). Les propositions s’attacheront à l’analyse du contexte de diffusion des objets audiovisuels et à ses relations avec la réception des films par leurs publics dans leur diversité (El Bachir et Laborderie, 2020).

Modalités de soumission

La proposition doit mentionner le nom de leur auteur·e, son rattachement institutionnel, son adresse électronique, un titre et un résumé d’une page maximum. Elle précise la partie dans laquelle elle s’inscrit, la problématique, la méthodologie ainsi que les références bibliographiques.

Elle doit être accompagnée, dans un fichier séparé, d’une courte bio-bibliographie de l’auteur·e (5 lignes et 5 références).

Seront privilégiés les travaux de recherche dont les méthodes d’analyse sont fondées sur un recueil de données à partir de traces diverses : enquête de terrain (mobilisant observations, questionnaires, entretiens, etc.), données médiamétriques, images à valeur documentaire, courriers de lecteurs ou de spectateurs, textes critiques des médiateurs, publipostages sur le web, etc. Les études de représentation hors contexte de production, de diffusion et de réception ne seront pas acceptées.

Les auteur·e·s des articles doivent aussi s’assurer d’avoir les autorisations nécessaires à la reproduction des images dans l’ouvrage.

Les propositions d’article devront être envoyées aux codirecteurs de l’ouvrage avant le 6 mars 2022 aux adresses suivantes :

pascal.laborderie@univ-reims.fr, douniamimouni@yahoo.fr

Dates importantes

Diffusion de l’appel à contribution : 17 janvier 2022
Date butoir de réception des propositions : 6 mars 2022
Retours des avis aux autrices et aux auteurs : 20 mars 2022
Envois des articles par les contributeur·trice·s : 22 mai 2022
Retours des évaluations de l’article : 19 juin 2022
Envois des articles définitifs : 14 août 2022
Parution : décembre 2022

Direction de l’ouvrage

Dounia Mimouni, professeure en science des textes littéraires à l’université Oran 2

Pascal Laborderie, maître de conférences HDR en sciences de l’information et de la communication à l’université de Reims Champagne-Ardenne

Comité scientifique

Belkacem Belmekki (université Oran 2), Virginie Brinker (université de Bourgogne), Patricia Caillé (université de Lorraine), Laurence Corroy (université de Lorraine), Laurence Denooz (université de Lorraine), Hanane El Bachir (université Oran 2), Mohamed Ali Elhaou (université de la Manouba), Laurent Garreau (CNAM-Bretagne), Pascal Laborderie (université de Reims Champagne-Ardenne), Guillaume Le Saulnier (université de Reims Champagne-Ardenne), Martial Martin (université de Reims Champagne-Ardenne), Dounia Mimouni-Meslem (université Oran 2), Nicolas Pélissier (université de Nice Côte d’Azur), Abdelkader Sayad (université de Mostaganem), Guglielmo Scafirimuto (université Paris Nanterre), Anne Schneider (université de Caen-Normandie), Éric Triquet (université d’Avignon- Pays de Vaucluse).

Références bibliographiques

ABRY Dominique, Enseignement-apprentissage du français langue étrangère en milieu homoglotte : spécificités et exigences, Grenoble, Presses universitaires de Grenoble, 2006.

ALBERTINI Françoise, « Penser autrement la Méditerranée contemporaine : quelles voies pour le dialogue interculturel ? », Revue française des sciences de l’information et de la communication, n° 2, 2013. Accès : http://journals.openedition.org/rfsic/342.

BETTENCOURT, Élisabeth, DEMOËTE, Marguerite, LEPAON, Ève, « Apprendre la langue (et s’exprimer) par l’image », dans Hommes & Migrations, n° 1329, 2020/2, pp. 175-178. Accès : https://www.cairn.info/revue-hommes-et-migrations-2020-2-page-175.htm?contenu=article.

CASTELLOTI Véronique, Hocine CHALABI (dir.), Le français langue étrangère et seconde : des paysages en contexte, Paris : L’Harmattan, 2006.

CATARINO Christine et MOROKVASIC M. Mirjana, « Femmes, genre, migration et mobilités », Revue européenne des migrations internationales, vol. 21 – n°1, 2005 , pp. 7-27. Accès : https://journals.openedition.org/remi/2534.

CHARAUDEAU Patrick (dir.), La Laïcité dans l’arène médiatique. Cartographie d’une controverse sociale, Paris, INA, 2015.

EL BACHIR Hanane et LABORDERIE Pascal (dir.), Images et réceptions croisées entre l’Algérie et la France, Québec, ESBC, 2020, mis en ligne en mai 2020. Accès : https://scienceetbiencommun.pressbooks.pub/imagescroisees/.

MARCHAND Franck, « Français langue maternelle et français langue étrangère : facteurs de différenciation et proximités », Langue française, n° 82, 1989, pp. 67-81. Accès : https://www.persee.fr/doc/lfr_0023-8368_1989_num_82_1_6382.

MOROKVASIK Mirjana, « Préface », dans Claire COSSEE, Adelina MIRANDA, Nouria OUALI et Djaouidah SEHILI (dir.), Le Genre au cœur des migrations, Paris, Editions Petra, 2012.

ODIN Roger, Les Espaces de communication, Introduction à la sémio-pragmatique, PUG, 2011.

Proposition bibliographique élargie

ALI-OUALLA Myriame et RIGONI Isabelle (dir.), Migrations en images, Revue française des méthodes visuelles, n° 4, Bordeaux, MSHA, 2020.

BONVOISIN Daniel, « L’image des migrants véhiculée par les médias », Rapport sur « Les échanges de midi autour de l’interculturel », 2018. Accès : http://cainamur.be/images/pdf/publications/2018_juin_portefeuille_image_des_migrants_v%C3%A9hicul%C3%A9es_par_les_m%C3%A9dias.pdf.

CHISS Jean-Louis (dir.), Immigration, école et didactique du français, Paris, Éd. Didier, 2008, 303 p.

DALIBERT Marion, « Féminisme et ethnoracialisation du sexisme dans les médias », Revue française des sciences de l’information et de la communication, n° 11, 2017, mis en ligne le 1^er août 2017. Accès : https://journals.openedition.org/rfsic/2995.

ESQUENAZI, Jean-Pierre, Sociologie des œuvres. De la production à l’interprétation, Paris, A. Colin, 2007.

GAILLARD Marion, “Union européenne : la « crise migratoire » de 2015”, consulté le 25/12/2021, https://www.vie-publique.fr/parole-dexpert/38611-union-europeenne-la-crise-migratoire-de-2015

MATTELART Tristan (dir.), Médias et migrations dans l’espace auro-méditerranéen, Paris, Mare et Martin Editions, col. « MediaCritic », 2014, 579 p.

SCOPSI Claire, WILHELM Carsten et ZOUARI Khaled dir., Migrants et migrations en SIC, Revue française des sciences de l’information et de la communication, n° 17, 2019. Accès : https://journals.openedition.org/rfsic/6101.

[1] Accès : http://geoconfluences.ens-lyon.fr/glossaire/migrations

1.14 Archipelagic Memory: Intersecting Geographies, Histories and Disciplines

Cliquez ici pour la version française de l’Appel à contribution

The concept of the “archipelago” has been discussed and deployed by historians, social scientists, literary and cultural studies scholars since the 1950s to dismantle linear narratives of historical, national and cultural development; to resist the taxonomy of centre-periphery; to emphasise shared human experiences premised on relation, creolisation and cultural diversity; and to inspire research and creative projects tracing discontinuous yet interlinked geographies over a planetary scale.

Taking the Indian Ocean as a principal site for investigating new meanings and experiences of the archipelagic, the conference will marshal and build upon the different strands of archipelagic thinking already engendered by the Caribbean world to explore connected histories across oceans and seas, and to instigate a theoretical dialogue on memory-production encompassing the Indian, Atlantic, Pacific and Southern Oceans and their articulated spatiality. What has been enabled and what has been precluded by thinking primarily through the model of the Caribbean archipelago and its anti-mimetic patterns of repetition and difference? What has not yet been thought of archipelagically? What if ethnic, national and geological borders are in conflict with each other, resulting in fractured archipelagic identities? How does the sea function as an imagined space that reduces or entrenches geographical and affective distance? How, indeed, does the sea enable archipelagic relations?

Simultaneously, the conference addresses the possibilities offered by an archipelagic approach to memory, one that is mobile and dynamic as much as entangled, even surpassing island and archipelagic spaces. If the past is memorialised as archipelagic, as a series of fragmentary geographies, cultures and histories converging in a fluid space that might also act as a symbol for other connections, how can archipelagic memory enhance traditional practices of articulating the past? How can archipelagic mnemonic projects be multidirectional, reparative and committed to justice, instead of competitive, suppressive or destructive? In light of the global Covid-19 pandemic, the tightening of national borders, and the formation or solidification of ‘social bubbles’, international corridors and archipelagic-like clusters, in what ways can archipelagic thinking help us reconfigure future trajectories in individual, collective, as well as national identities?

We welcome papers and panel presentations from scholars at any point of their academic career addressing the theme of archipelagic memory. Suggested topics for papers include, but are not limited to:

Archipelagic epistemologies
The memorialisation of transoceanic connections, transnational movements and displacement, and cosmopolitan cultural entanglements in the archipelagic mode
New and old meanings of ‘archipelagic thinking’ in the humanities and social sciences and critical archipelagic methodologies for memory studies
The archipelago and postcolonial, heritage and memory studies

Archipelagic memory practices
The thematic and symbolic dimension of archipelagic memory
Performative memory-making in and across archipelagos
Museums, mnemonic centres, non-canonical and disobedient archival practices: orality, musicality, embodied knowledge, the senses
Textual and symbolical translation, cultural borrowing and divergence

Archipelagic memory spaces
Ships, shorelines, port towns and other places where archipelagic memory is inscribed
Isthmuses, canals, peninsulas, and their role in increasing the sense of the archipelagic
National, ancestral, and imaginary homelands as archipelagic memory palimpsests
Trans-oceanic identification across islands and archipelagos; archipelagos as continents, continents as archipelagic

History, trauma, and archipelagic memory
Human (e.g. slavery, indenture, genocide, the Holocaust) and natural catastrophes (e.g. storms, cyclones, tsunamis, diseases, climate change) in archipelagic spaces
Ways of remembering and moving beyond past conflicts and collective traumas across oceans and continents
Vestiges of the colonial past in the postcolonial archipelagic present

Memory and politics in the archipelago
Bi- or multi-lateral relations between archipelagic states, small island nations, and established or emerging continental powers
Maritime and territorial claims and their impact on regional stability and peace-keeping
Activism and its implications in the building of an archipelagic future

We invite contributions in English and French for 20-minute papers. Please send a 300-word abstract, accompanied by a 100-word bio-note, to: archipelagicmemory@gmail.com.

We also invite proposals for panels of 3 papers. Panel proposals must include: a panel title and short description; a 300-word abstract for each presentation, accompanied by a 100-word bio-note.

Deadline for proposals: 20 March 2022

Notification of acceptance: 31 March 2022

1.15 2022 CSA Conference Call for Abstracts – Deadline 31 January

Call for Abstracts

46th Annual Conference, Caribbean Studies Association (CSA)

“Reframing Caribbean Influences on Global Spaces: Critically Engaging Perspectives on Human Geography and Risks, Political Economy and Technology.”

Kingston, Jamaica: 30 May – 3 June, 2022

Submission Deadline: 31 January 2022 (midnight, EST).

On behalf of the CSA Scientific Committee we cordially invite you to submit abstract proposals for the CSA Conference 2022, scheduled for 30 May – 3 June 2022. The call for paper abstracts is open until 31 January 2022 (midnight, EST).

You may select from a range of new and established panels, workshops and round tables, which connect the conference theme with issues of importance to Caribbean studies.

ABSTRACTS SHOULD ONLY BE SUBMITTED VIA THE PORTALS DISPLAYED.

* [CLICK HERE TO VIEW PANEL DESCRIPTION PAGE]<https://www.eventsforce.net/csa/system/proweb/start.csp?userType=submitter&pageID=36986>
* [CLICK HERE TO VIEW WORKSHOP DESCRIPTION PAGE]<https://www.eventsforce.net/csa/system/proweb/start.csp?userType=submitter&pageID=36989>
* [CLICK HERE TO VIEW ROUND TABLE DESCRIPTION PAGE]<https://www.eventsforce.net/csa/system/proweb/start.csp?userType=submitter&pageID=36991>

Key Dates

* Deadline for Paper Abstract submission: 31 January 2022
* Notification on Abstract Decision: 25 February 2022
* Conference registration opens: 25 February 2022
* Conference: May 30-June 3, 2022

[ CLICK HERE TO SUBMIT AN ABSTRACT<https://www.eventsforce.net/csa/system/proweb/start.csp?userType=submitter&pageID=34243> ]

1.16 CfA: Journal of Postcolonial Writing special issue on ‘The African Novel in the 21st Century: New Vistas of Postcolonial Discourse’

The resurgence of the African novel in the 21st century marks a renaissance of creative expression that invigorates the genre. A new generation of African writers conveys the transformative landscape of the global age in compelling fictional works that launch new vistas of postcolonial concerns within local and global communities. The last two decades bear witness to a dramatic shift in the African novel from conventional post-independence themes that address the European intrusion and the attendant fissures within the nation state.

From its inception in the mid-20th century, African fiction in English has chronicled the legacies of postcolonial ruptures in society as an important contribution to world literature. Thematic interrogation of socio-cultural, religious and political disruptions within African communities inspired the works of iconic writers such as Chinua Achebe, Ngugi wa Thiongo, Wole Soyinka, Ayi Kwei Armah, Flora Nape, Buchi Emecheta, and Ama Ata Aidoo. Ground-breaking literature by these writers represents a foundational contribution to early Anglophone African writing that achieved canonical status in literary studies.

Another pivotal development of the African novel has been the prominence of women writers, whose visibility and award-winning fiction has garnered critical claim within discourses of contemporary global literature and African literary history. Since the turn of the century, an impressive array of female writers has expounded the complexities of race, class and gender through arresting narratives of bodies in transit through global spaces of otherness and marginal status. African immigrant fiction mirrors the existential collisions, fractures and challenges of global mobility that mediates identity and belonging among African subjects. The turn towards diaspora and the gendering of the African novel has led to transnational perspectives on African realities in all its modalities within multi-local sites across national, geographic, ethnic, and linguistic boundaries in the west. The tetxs of current African writers engage the globalized world fraught with incongruent energies of cultural dissonance while African subjects reconfigure new ways of being African in the world. Along with the growing body of African writing that explore diaspora settings, African authors also appraise local issues that intersect with global influences — such as environmental devastation, international drug trafficking, political corruption, economic and political upheaval and myriad social factors that impact African people at home and abroad. These ideas represent new forms of postcolonial critique within the evolution of the genre.

Background to the Special Issue

The emergence of a constellation of successful African writers is reconfiguring African literary history through the production of works by artists such as Chimamanda Ngozi Adichie, Sefi Atta, Chika Unigwe, NoViolet Bulawayo, Taiye Selasie, Unoma Azuah, Bernadine Evaristo, Aminata Forna, Imbolo Mbue, and Yaa Gyasi among others in the 21st century.

Critically acclaimed novels by Teju Cole, Helon Habila, Chris Abani, Benjamin Kwakye, Tope Folarin, and Okey Ndibe investigate a broad range of present-day themes to extend and reconstruct salient issues of post-coloniality in the labyrinthine spaces of the globalized world.

Taken together, the growing body of works by this assemblage of African writers uncover new issues and challenges that re-imagine the scope and trajectory of the African novel in ways that interrogate the fluid nature of identity, and the complexities of social, economic and political forces that reshape the lives of African people in a world of transformation and flux.

This Special Issue, ‘The African Novel in the 21st Century: New Vistas of Postcolonial Discourse’ will explore the following:

New trajectories of the African novel and the ways in which conventional themes of post-independence writing is recast in the global age.
The ways in which contemporary African literature transcends new frontiers of postcolonial perspectives such as Afropolitan aesthetics, feminism, transnationalism, Pan-Africanism, Afrofuturism, and Diaspora Studies.
The complexities of race, class and gender as these are mediated within transcultural spaces of difference.
Notions of home and return for African identities in transit.
Relationships between African immigrants and African-descended peoples within transcultural settings.

Key Themes include, but are not limited to, the following:

Afrofuturism
Afropolitanism
Coming of age
Drug trafficking
Environmental fiction
Exile, mobility and place
Feminism
Gender
Human rights
Human trafficking
Hybridity
LGBTQ dynamics
Memory
Migration
New and old diaspora communities
Race
War and conflict

Submission Instructions

Full papers should be 7000 words in length (including abstract and and list of works cited).
Contact Professor Rose A. Sackeyfio (sackeyfior@wssu.edu) for inquiries or to indicate interest.
Alternatively, send your abstract (150 words max) to the editor by April 30, 2022.
Select “The African Novel in the 21st Century” when submitting your full paper to ScholarOne
This Special Issue will be Volume 60, Issue 5 of the Journal of Postcolonial Writing, scheduled for September 2024

https://think.taylorandfrancis.com/special_issues/african-novel-21st-century/?utm_source=TFO&utm_medium=cms&utm_campaign=JPG15743

1.17 MLA 2023 CFP: Literary Prizes, Prestige, and Contemporary African Literatures

Literary Prizes, Prestige, and Contemporary African Literatures

An unprecedented wave of literary prizes were awarded to African writers in the past year. These include awards for Abdulrazakh Gurnah (Nobel), Boubacar Boris Diop (Neustadt), David Diop (Man-Booker), Mohamed Mbougar Sarr (Goncourt) and Damon Galgut (Booker). This roundtable brings together scholars of African literatures and francophone studies to respond to these recent developments and reflect critically on what these awards mean for the field. Potential topics might include situating 2021 against other historical arcs of consecration in African literatures or how this recent wave relates to questions of genre, gender, and language of expression.

Please send a 250-word proposal (and bio) to Juliana Nfah-Abbenyi (jmphd@ncsu.edu) and Tobias Warner (tdwarner@ucdavis.edu) by March 15.

This is a non-guaranteed session sponsored by the Francophone and African Since 1990 MLA Forums.

2. Job and Scholarship Opportunities

2.1 British Academy Global Professorships: Expressions of Interest invited by the Institute of Modern Languages Research

The Institute of Modern Languages Research (IMLR), School of Advanced Study invites proposals from suitably qualified applicants for the prestigious British Academy Global Professorships scheme.

This programme provides mid-career to senior scholars – active within the social sciences and the humanities and based in any country overseas – with the opportunity to work in the UK for four years.

The Global Professorships are awards for individuals in an institutional setting. Applications must be for new, coherent and cutting-edge projects. The Global Professorships are expected to add significant value to the UK host institutions and vice versa, and thus the projects must be significant, leading to novel and innovative collaborations. The British Academy will provide up to £900,000 per award. Further details can be found here: https://www.thebritishacademy.ac.uk/funding/global-professorships/

With the Global Professorships, the Academy is looking to support academics that are proposing ambitious, beyond the state-of-the-art applications that break new ground. The Academy views the Global Professorships as an opportunity to apply to undertake high-risk, curiosity-driven research in the humanities and social sciences that enables the award-holders and their UK host institutions to achieve a step-change in their respective research programmes.

Application Process

All institutions are allowed a maximum of four applications per round. For this reason, this call is being managed centrally in the School of Advanced Study, with all applications being assessed internally by a panel. Anyone who wishes to apply for one of these fellowships through the IMLR, School of Advanced Study should follow the process outlined below:

Expressions of interest must be submitted by the end of Friday 11 February 2022 to Professor Charles Burdett (charles.burdett@sas.ac.uk), Director of the IMLR, copying research@sas.ac.uk. Details of the IMLR can be found here:https://modernlanguages.sas.ac.uk/. The expression of interest should include:

CV
A 100-word abstract
An outline (two pages maximum) of the research proposal, including intended publication outputs – and explanation of why the chosen institution is the best place to host the professorship
Confirmation of the applicant’s eligibility under the scheme

Applicants who are to be supported in the fellowship competition by the School of Advanced Study will be notified by 25 February. The final application deadline is 27 April 2022 (this is the British Academy’s deadline for applicants, including referee statement and organisational approval).

2.2 RACE.ED Stuart Hall Foundation Fellowship

Applications are invited for the RACE.ED Stuart Hall Foundation Fellowship from postdoctoral scholars working in any area of the Arts, Humanities and Social Sciences. While applicants are not required to be limited solely to focusing on the work of Stuart Hall, the proposal should display a meaningful engagement with his wide-ranging repertoire.

RACE.ED is a cross-university network concerned with race, racialization and decolonial studies from a multidisciplinary perspective. Working across different traditions of thought, research, and teaching commitments, RACE.ED is made up of more than one hundred colleagues across the three colleges of Humanities, Arts and Social Sciences, Medicine and Veterinary Medicine, and Science and Engineering at the University of Edinburgh.

The Stuart Hall Foundation is a charity committed to public education and addressing urgent questions of race and inequality in culture and society. It works collaboratively to forge create partnerships with universities and arts organisations in order to build a network of scholars, fellows and artists-in-residence.

IASH provides an enviable location in one of the world’s most intellectually inspiring cities, together with a dynamic network of international connections. Home to the Scottish Enlightenment, Edinburgh has a rich cultural heritage of scholarship and creativity that continues to the present day. In this haven of libraries and archives, galleries and music venues – all set amid iconic architecture – IASH helps scholars to take the humanities beyond campus to engage the public and work with organisations in a variety of sectors.

The Institute welcomes visiting researchers from across the world. Since 1970, over 1,250 Fellows have stepped through our doors. Up to 30 researchers are in residence at any one time in our amazing – and eclectic – nineteenth-century building just on the edge of the University’s central campus, boasting views of the Meadows. From more than 65 countries, IASH Fellows form a global alumnae/i community, and many career-long connections begin at the Institute.

What does the RACE.ED Stuart Hall Foundation Fellowship offer?

IASH hosts a lively scholarly community of visiting fellows. It is a supportive environment for postdoctoral researchers, while also offering networking opportunities with successful mid-career and eminent senior scholars. The Institute occupies a historic building with private courtyard and leafy views – perfect for uninterrupted thinking, reading and writing. Yet there is also plenty of opportunity to socialise and share ideas.

In short, a 2022-2023 RACE.ED Stuart Hall Foundation Fellowship provides:

Research visit at the University of Edinburgh for three to ten months
Bursary of £1,300 per month, plus grants for visa fees if required
Dedicated office space at IASH, University e-mail and library access
An allocated University mentor from the RACE.ED Network and/or a School within the College of Arts, Humanities and Social Sciences
Weekly Fellows’ Lunch to build community
Collegial work-in-progress seminar series for testing new ideas
Calendar of engaging events at the Institute and College

Who can apply?

We warmly welcome applications from postdoctoral scholars from around the world. Selection will be subject to the immigration rules governing the UK. Applicants must have a suitable project or study to undertake which engages meaningfully with the works of Stuart Hall, although it does not need to focus solely on Hall’s ideas.

Applicants must have been awarded a doctorate at the time of application, and normally within the last seven years (you must be able to produce a transcript, testamur, or a letter of completion/eligibility to graduate as part of your application), or to have published work of doctoral character and quality. You should not have held a previous Fellowship at the Institute for Advanced Studies in the Humanities. Those who have held temporary and/or short-term appointments are eligible to apply.

Application procedure

The closing date

The closing date for receipt of the next round of applications (for visits from August 2022 to July 2023) is 29 April 2022. Applications received after that date will not be considered. Decisions will be communicated in July. Please ensure that you supply a valid email address so that you can be contacted quickly after decisions are made.

The application form

Please complete the online application form here.
Any additional supporting documents connected with an application should be emailed to iash@ed.ac.uk.

References

In addition to the application form, a minimum of two and a maximum of three confidential references are required.
Applicants should ask their referees to email their reference to the Director at iash@ed.ac.uk by 29 April 2022.
Referees should comment on the nature and quality of the research proposal, as well as on the qualifications of the applicant. One referee should certify the successful viva (defence) and final examination of the candidate’s PhD thesis.

Notes

Consideration will be given to the academic record and the publications of all applicants and their capacity to disseminate their views among a community of like-minded people. Candidates must give evidence of any contact they have made with researchers at the University of Edinburgh, are required to make such contact before submitting their applications, and those who can evidence the relevance of their proposed project to the University of Edinburgh research community will be regarded favourably. Particular weight will be placed on the quality and timeliness of the project proposed, and we encourage innovative and interdisciplinary topics and approaches.
Fellows are expected to participate in RACE.ED’s activities (such as delivering a workshop or seminars on their chosen topic).
Fellows are expected to become involved in RACE.ED and to commit to agreed objectives such as contributing to contextual description of collections, a workshop and seminar on the nature of such work and challenges around it, or a series of blog posts. Events could include curating a virtual pop up exhibition. This will form part of the evaluation of candidates.
Only fully completed formal applications will be considered. It is the responsibility of each applicant to ensure that all documentation is complete, and that referees submit their reports to IASH by the closing date. Candidates may like to submit a copy of any one article or publication that is thought to be especially relevant to the research proposal and Fellowship submission. It must be emphasised, however, that no such submitted publication will be returned to the candidate.
The Institute was established in 1969 by the then Faculty of Arts to promote enquiry of the highest standards in the Humanities, broadly conceived. It began to receive Fellows in 1970, and is now located as an independent institute within the College of Arts, Humanities and Social Science. Inter-departmental and inter-disciplinary study has always been encouraged.
Fellows must make the Institute their main place of work for the duration of the Fellowship. It is expected that Fellows will be in residence throughout the tenure of their Fellowship and will contribute fully to the life of the Institute during that time. Fellows give at least one seminar presentation during their tenure, and submit a report on their research at the end of their Fellowship. No regular teaching is required.
For information about the scope of work undertaken at the University of Edinburgh, see Edinburgh Research Explorer, or browse through the staff pages of the College of Arts, Humanities and Social Sciences.
Applicants looking for suitable accommodation in Edinburgh may find these links useful.

In order to take full advantage of the seminars and lectures which take place during the semesters and to meet with staff in the College of Arts, Humanities and Social Sciences, applicants are encouraged to apply for periods that will include at least part of one of the semesters.

2.3 Up to 12 Positions Available, University College Cork Radical Humanities Laboratory

What is the Radical Humanities Laboratory?

The Radical Humanities Laboratory will work across disciplinary boundaries and UCC’s four Colleges to explore the roots of global societal crises, defining the fundamental challenges and developing holistic, transformative, solutions. It will provide the capacity, liberty and environment for radical thinking and its application, enhancing creative and inclusive interdisciplinarity through research focussed on the critical interfaces between disciplines, the University, society and the public sphere.

Positions available

We are seeking applications for up to 12 positions within the new Radical Humanities Laboratory. The appointment of researchers of excellence, from Lecturer to Professor (Scale 2), will connect disciplines and research strengths across the University, mapping to existing research strengths within the College of Arts, Celtic Studies and Social Sciences.

The duties of all academic staff include research, research-informed teaching and contributions to the university community. The UCC Futuresposts will focus on enhancing research at the intersection of the humanities and other areas of strategic research importance across the university, while ensuring that the curriculum is informed and driven by the radical research outputs arising.

Research Areas

Applications are particularly welcome from those with a disruptive and transformative research focus in for example, one or more of the following areas:

Eco Humanities

Medical Humanities

Cultural Analytics and Heritage Science

Intersectional Humanities

Artistic Research, Artistic Thinking and Design Thinking

Further Information and Informal Discussion

For further information on these posts and for informal discussion, please contact Professor Chris Williams, Head of the College of Arts, Celtic Studies and Social Sciences, UCC.

Email: chris.williams@ucc.ie

For further details: https://www.ucc.ie/en/futures/radicalhumanities/#

2.4 SFS Postdoctoral Prize Fellowship (deadline 31 January 2022)

Deadline: 31 January 2022: *Applicants are invited to send a research proposal with a maximum length of 1,500 words, together with a CV, letter of support, reference and reports to the President of the Society, Professor Michael Syrotinski by by 31 January 2022.*

———

Society for French Studies

Postdoctoral prize fellowship

The Society for French Studies is pleased to announce the return of our new scheme directed at postdoctoral researchers in recognition of the very difficult employment situation for those who have completed a PhD in French.

The award offers the fellow an opportunity to develop their research profile over a period of six months (during which the fellow will be paid at a rate equivalent to a lectureship at the lowest point of the Junior Lecturer scale, to include gross salary, National Insurance, superannuation and a London allowance where applicable). The fellow may also choose to spread the award over 12 months (at 0.5 FTE).

Applications will only be accepted from those who are not full-time permanent employees of a Higher Education Institute, and who have not already received a fully-funded early career fellowship (e.g. British Academy, Leverhulme or Institutional JRF) of a period exceeding one year.

Applicants must be within five years of the award of a doctorate in the field of French studies. The Society will make allowances for special circumstances, e.g. documented periods of maternity or sickness leave.

Applicants must be supported by the UK host institution in which they wish to hold the Fellowship.

Applicants must be a member of the Society.

Applicants must be either a UK/EEA national, or have completed a doctorate at a UK university

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; (ii) the academic standing and achievements of the applicant, taking into account their current career stage, supported by reference and examiners’ report; (iii) institutional support.

The research may involve bringing to publication all or parts of the doctoral thesis and/or post-doctoral work.

Applicants are invited to send a research proposal with a maximum length of 1,500 words, together with a CV, letter of support, reference and reports to the President of the Society, Professor Michael Syrotinski by by 31 January 2022. This should specify the timetable for production of outputs, and the choice to take one semester fully-funded (equivalent to a lectureship at the lowest point of the Junior Lecturer scale, to include gross salary, National Insurance, superannuation and a London allowance where applicable) or to spread the award (funded at 0.5 FTE) over 12 months.

All applications must be accompanied by:

One reference plus the full PhD examiners’ report (pre- and post-viva);
a letter of support from the Head of Department, Dean or other managerial post-holder to specify that the Fellowship can be taken up in their department of Modern Languages and that they will provide appropriate support including mentoring, access to training courses, office accommodation and facilities. It is assumed that candidates who choose to take one semester fully-funded will not do more than 2-3 hours teaching per week; while those who are choosing to take the award over 12 months may be invited to do more as long as this is compatible with the demands of the research and writing specified in the application. All teaching should be paid separately by the institution at the appropriate hourly rate.

Those seeking exemption from the ‘within 5 years of PhD’ eligibility criterion should also supply a covering letter explaining the relevant circumstances.

The support of the Society for French Studies should be acknowledged in the publication(s) produced on the basis of the work carried out during the period of the award.

The decision will be made by April for a grant which will begin on 1 September 2022.

Feedback is not a feature of Society for French Studies schemes, and the Society is, regretfully, unable to enter into correspondence regarding the decisions of the awarding committee. Please note that by applying to this scheme, applicants undertake to accept the terms under which applications are assessed.

https://www.sfs.ac.uk/funding/postdoctoral-prize-fellowship

2.5 Job opening in French as a second language at Western University (Canada)

Limited-Term Joint Appointment in French Studies (Faculty of Arts and Humanities) and the Faculty of Education, Western University

[English follows]

La Faculté des arts et sciences humaines (Département d’études françaises) et la Faculté d’éducation de l’Université Western invitent des candidatures pour un poste à durée limitée de cinq ans au rang de chargé de cours ou professeur adjoint, selon les qualifications. La personne retenue sera appelée à concevoir et enseigner des cours de langue et de culture françaises, ainsi que des cours portant sur la culture d’expression française dispensés en anglais dans le Département d’études françaises, et sur l’approche actionnelle de l’apprentissage, l’enseignement et l’évaluation des habiletés en français comme langue seconde de la maternelle à la 12^e année dans le programme du baccalauréat en éducation. La date d’entrée en fonctions est prévue pour le 1^er juillet 2022. Le salaire est ajusté en fonction des qualifications et de l’expérience de la candidate ou du candidat retenu.

La charge de travail est composée à 80% d’enseignement (maximum 4.0 cours sur une période de douze mois) et de 20% de service (comités, coordination de cours et engagement communautaire).

Exigences et qualifications :

Doctorat en études françaises ou en didactique du français langue seconde (incluant la linguistique appliquée avec spécialisation en éducation).
Expérience dans l’enseignement du français langue seconde dans le milieu universitaire canadien, démontrant une habileté à faire progresser les étudiants du niveau débutant (A1) au niveau avancé (C1).
Qualités de leader aux capacités de gestion et aux aptitudes organisationnelles et interpersonnelles avérées, particulièrement dans un contexte culturel et linguistique marqué par la diversité.
Maîtrise parfaite du français.

Atouts professionnels :

Excellence dans l’enseignement universitaire, reconnaissable entre autres par :
- La conception innovante de cours ou du curriculum ;
- Des évaluations de cours de haut niveau ;
- L’intégration efficace de la technologie dans l’application du curriculum ;
- L’intégration de contenus culturels à support écrit ou audio-visuel ;
- L’utilisation des méthodes d’enseignement qui renforcent l’engagement et l’apprentissage de l’étudiant.
Diplôme de baccalauréat en éducation avec spécialisation dans l’enseignement du français langue seconde (recommandé).
Connaissance des politiques linguistiques canadiennes, et des débats nationaux et internationaux autour de l’enseignement du français langue seconde ; familiarité avec l’enseignement du français au sein du système public primaire et secondaire ontarien (cadre et immersion).
Connaissance du Cadre européen commun de référence pour les langues (CECRL).
Familiarité avec la recherche récente dans le domaine de l’apprentissage du français langue seconde, ou de l’enseignement de la littérature et de la linguistique françaises.

Le dossier de candidature comprendra :

une lettre d’intention soulignant les qualifications pour le poste ;
votre dossier d’enseignement qui inclura votre philosophie d’enseignement, de même qu’une sélection des cours conçus et enseignés au courant des cinq dernières années. On devra y retrouver énoncés vos intérêts en enseignement ainsi que les documents attestant de votre excellence en enseignement (p. ex. évaluations de cours) ;
le CV mis à jour ;
les noms et coordonnées de trois répondants ;
le formulaire de dépôt de candidature dûment rempli (disponible auhttp://www.uwo.ca/facultyrelations/faculty/Application-FullTime-Faculty-Position-Form.pdf).

Le dossier doit être soumis en anglais, à l’exception de la lettre d’intention qui, elle, doit être rédigée en français et en anglais.

***

The Faculty of Arts and Humanities (French Studies) and the Faculty of Education at Western University invite applications for a five-year Limited-Term faculty appointment at the rank of Lecturer or Assistant Professor, depending on qualifications and experience, to participate primarily in teaching and developing courses in French language and culture, and in developing general interest courses on French culture taught in English in French Studies; and on the action-oriented approach to learning, teaching and evaluating French as a second language at the K-12 level in the Bachelor of Education program. The anticipated start date is July 1, 2022. The salary will be commensurate with the successful applicant’s qualifications and experience.

This position has an 80% Teaching and 20% Service workload distribution. Teaching duties will include up to 4.0 full course equivalents over a twelve-month period, while Service duties will include committee work, course coordination and community engagement.

Requirements:

PhD in French Studies, or related field, such asEducational Linguistics in areas related to second language learning and teaching.
Experience teaching French as a second language at the postsecondary undergraduate level in Canada. This shall include a demonstrated capacity to accompany students in their progression from the “Beginners” (A1) to the “Advanced” (C1) classes.
Strong leadership, documented by the evidence of management ability, organizational and interpersonal skills, and public relations skillsin a linguistically and culturally diverse environment.
Native or near-native fluency in French.

Assets:

Excellence in undergraduate classroom teaching, as evidenced by, but not limited to:
- Innovative undergraduate course or curriculum design and evaluation;
- Outstanding teaching evaluations;
- Effective implementation of technology in curriculum delivery;
- Engaging implementation of written and audio-visual cultural content;
- Use of teaching methods that enhance student engagement and learning.
Bachelor of Education with a specialization in French as a Second Language (recommended).
Knowledge of key linguistic policies in Canada, knowledge of national and international issues related to French as a Second Language education andexperience with Core and Immersion French Second Language education in Ontario (grades K-12).
Knowledge of the Common European Framework for Languages (CEFR).
Interest in the scholarship of teaching and learningin French literature, linguistics or in second language education.

Interested candidates should submit an application package that includes:

a letter of application specifying qualifications for the position;
a teaching portfolio which includes a teaching philosophy, examples of courses created in the past five years, a statement of teaching interests and evidence of successful teaching experiences such as course evaluations;
an up-to-date curriculum vitae;
names and contact information of three referees;
and a completed application form (available athttp://www.uwo.ca/facultyrelations/faculty/Application-FullTime-Faculty-Position-Form.pdf).

The application must be submitted in English, except for the letter of application that should be both in French and English.

***

French Studies (www.uwo.ca/french) is a research-intensive department in Western’s Faculty of

Arts and Humanities, with both undergraduate and graduate programs. Established research areas within the Department include literature and linguistics. The Department has strong ties to the community and strongly encourages and supports participation in interdisciplinary research. The Department offers an undergraduate program, a Master’s and a PhD in French Studies.

Western’s Faculty of Education has been at the leading edge of education in Canada since 1962 and offers educational opportunities at the baccalaureate, master’s and doctoral levels. Believing today’s children are tomorrow’s leaders, the faculty strives to strengthen the field of education to help ensure every child has the opportunity to flourish. Western’s Faculty of Education collaborates with more than 500 partners in 23 countries, and attracts top faculty members from around the world. The Faculty of Education has conducted numerous provincial, national and international studies that were the first or largest of their kind, and is home to five dedicated research centres – the Canadian Research Centre on Inclusive Education, the Centre for Research & Education on Violence Against Women and Children, the Centre for School Mental Health, the Interdisciplinary Centre for Research in Curriculum as a Social Practice, and the Centre for the Science of Learning. Western’s Faculty of Education is also home to the Mary J. Wright Child and Youth Development Clinic. With more than 41,000 alumni residing in Canada and in 35 countries around the world, Western’s Faculty of Education graduates have gone on to have influential careers and become leaders on a global scale. More information on the Faculty of Education can be obtained at http://www.edu.uwo.ca /.

Western University delivers an academic experience second to none. Western challenges the best and brightest faculty, staff and students to commit to the highest global standards. Our research excellence expands knowledge and drives discovery with real-world application. Western attracts individuals with a broad worldview, seeking to study, influence and lead in the international community. Since 1878, The Western Experience has combined academic excellence with life-long opportunities for intellectual, social and cultural growth in order to better serve our communities.

Effective September 7, 2021, all employees and visitors to campus are required to comply with Western’s COVID-19 Vaccination Policy. Successful candidates will be also required to comply with the policies and protocols of the applicable affiliated institutions.

Applications should be sent via email to the attention of:

Dr. Jean Leclerc

Chair, Department of French Studies

Western University

1151 Richmond St

London, ON, N6A 5B7

Email: french-recruitment@uwo.ca

Applications will be accepted until the position is filled. Review of applications will begin on February 15, 2022. We thank all applicants for their interest, but only those selected for an interview will be contacted.

Positions are subject to budget approval. Applicants should have fluent written and oral communication skills in English. The University invites applications from all qualified individuals. Western is committed to employment equity and diversity in the workplace and welcomes applications from women, members of racialized groups, Indigenous peoples, persons with disabilities, persons of any sexual orientation, and persons of any gender identity or gender expression.

In accordance with Canadian Immigration requirements, priority will be given to Canadian citizens and permanent residents.

Accommodations are available for applicants with disabilities throughout the recruitment process. If you require accommodations for interviews or other meetings, please contact Mirela Parau at mparau2@uwo.ca.

2.6 Assistant Professor of French, Longwood University

About Longwood University:

A comprehensive university with a strong liberal arts foundation, Longwood has a distinctive mission to develop citizen leaders who are prepared to make positive contributions to the common good of society. Founded in 1839, Longwood is the third-oldest public university in Virginia.

Longwood is part of the proud tradition of higher education in the Commonwealth of Virginia. Roughly one hour’s drive from Charlottesville, Lynchburg, and Richmond, Longwood is located in the historic two-college community of Farmville. Longwood currently has approximately 4,800 undergraduate and graduate students and more than 38,000 alumni. It maintains affiliations with the neighboring Robert Russa Moton Museum of civil rights history and the Longwood Center for Visual Arts, a nationally accredited university art museum. A member of the Big South Conference, Longwood competes at the NCAA Division I level.

Job Description:

The Department of English and Modern Languages invite applications for a full-time, tenure-track position in French, to begin August 2022. Terminal degree required. Applicants should possess an earned doctorate in French or a related field (PhD or EdD; ABD will be considered). The area and time period of specialization is open. Applicants should demonstrate experience with communicative language teaching, evidence of scholarly activity or scholarly potential, and a commitment to undergraduate teaching.

The successful candidate will embrace the opportunity to work closely with students and contribute to the life of the department, which offers a bachelor’s degree and teaching licensure in modern languages with concentrations in various languages, including French. Professional responsibilities include teaching 12 credit hours per semester of undergraduate courses, including French language courses at all levels as well as French and Francophone literature and culture courses. The department expects candidates to have an active research agenda in French, and supports the scholarship of all full-time instructors. In addition to effective teaching, scholarship, and service, duties may include program assessment and advising of students. There are opportunities for program, curriculum, and course development within the University’s Civitae Core Curriculum and the major. The normal teaching load is 12 credits per semester with a class size of 18-25 students.

In addition to the primary responsibility of teaching, faculty are also expected to advise students effectively, to make service contributions, and to engage in scholarship and professional activity, including undergraduate research.

Requirements:

Terminal degree required. Ph.D. in French or related field preferred; (ABD candidates must have an expected completion date by August 2022 for preferred consideration). Candidates with demonstrated college teaching ability preferred. A demonstrated commitment and ability to work with a diverse group of students, faculty, staff, and constituents in support of the university mission is required.

Additional Information:

This is a full-time, tenure-track, instructional faculty position. Salary will be commensurate with credentials and experience. Commonwealth of Virginia benefits accompany this position. A successful criminal background investigation is required. AmeriCorps, Peace Corps, and other national service alumni are encouraged to apply.

The Governor of Virginia’s Executive Directive #18: All Executive Branch Employees who enter the work place or who have public-facing work duties must disclose their vaccine status to the designated agency personnel. Executive Branch Employees who are not fully vaccinated or who refuse to disclose their current vaccine status, must undergo weekly COVID-19 testing and disclose weekly the results of those tests to the designated agency personnel. All Executive Branch Employees who have not been fully vaccinated must cover their mouth and nose with a mask in accordance with the Centers for Disease Control and Prevention while indoors and conducting public business.

In compliance with the Americans with Disabilities Act (ADA), Longwood University will provide, if requested, reasonable accommodations to applicants in need of accommodations in order to provide access to the application and/or interview process. You are not required to note the presence of a disability on your application. If, however, you require accommodations in the application and/or interview process, please contact the Office of Human Resources at 434-395-2074 or humres@longwood.edu.

The Annual Fire and Security Report(s) include campus security information, campus fire statistics, safety procedures, and provides statistics for criminal and disciplinary offenses. The report(s) are provided annually in compliance with the Clery Act and the Higher Education Opportunity Act (HEOA). Longwood University’s Annual Safety and Security report and the Annual Fire Safety report is available at: https://www.longwood.edu/media/police/public-site/Annual-Security-and-Fire-Safety-Report-2021.pdf. A hard copy of the Annual Security and Fire Safety reports and/or a copy of the Fire Log are maintained at the Longwood Police Office and will be provided upon request.

A diversified workforce is an important part of our strategic plan. EOE/AA

Application Instructions:

Review of applications will begin immediately and continue until the position is filled. To apply for this position, qualified applicants must complete the online information section and questions, and please attach (where it says Resume) a letter of application, curriculum vitae, unofficial graduate transcripts, statement of teaching interests and philosophy that includes how the candidate serves diverse populations in the classroom, and names and contact details of three references.

https://longwood.interviewexchange.com/jobofferdetails.jsp;jsessionid=D5E68E81472A75E2EBC129D0F69C2054?JOBID=141286

2.7 Tutor in French, University of East Anglia

Location:	Norwich
Salary:	£27,116 to £33,309 per annum
Hours:	Full Time
Contract Type:	Fixed-Term/Contract
Placed On:	14th January 2022
Closes:	1st March 2022
Job Ref:	ATS1096

The School of Politics, Philosophy, Language and Communication Studies at the University of East Anglia wishes to appoint a Tutor in French.

This post will support teaching within the School with a specific focus on undertaking teaching within seminars, oral classes, and tutorials, as well as other teaching-related duties. This role will be specific to the teaching of French on our French language degrees and the post holder must be a highly competent speaker of French. The post will entail teaching French, at all levels of language learning (Beginners, intermediate and more advanced levels up to C1 level) and the post holder will be expected to undertake assessments of students’ French language ability. The post holder will also be expected to create their own assessments and classroom materials and look to support students in their language learning journey. Whilst we are planning for on campus teaching, there is a possibility that some teaching activity will be conducted virtually, and so the post holder will be responsible for ensure that teaching materials and assessment measures are suitable for virtual teaching.

This full-time post is available on an indefinite basis from 1 August 2022.

We strongly encourage applicants from Black, Asian or other minority ethnic backgrounds and welcome applications from all protected groups as defined by the Equality Act 2010. Appointment will be made on merit.

Closing date: 1 March 2022

To apply for this vacancy, please follow the online instructions at: https://myview.uea.ac.uk/webrecruitment/

The University is a Silver Athena Swan Award holder.

2.8 Visiting Research Fellowships in Caribbean Studies at the British Library

The Eccles Centre Visiting Fellowship 2022 programme is still open for applications. The deadline is 1 February 2022.

The Eccles Centre for American Studies<https://gbr01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bl.uk%2Feccles-centre&data=04%7C01%7C%7C4fc20e7830ba400ac34e08d9d9be7595%7C21a44cb7f9c34f009afabd1e8e88bcd9%7C0%7C0%7C637780234296288370%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=kL6KQ9AA5OMOrYiMvtK48HMLUp5wFnkGiSIfmsifSbA%3D&reserved=0> at the British Library exists to promote knowledge and understanding of the Americas through the collections of the British Library. Any researcher from any discipline (including creative and artistic projects) whose work would be transformed by a month’s work in the Americas collections of the Library is invited to apply for a Visiting Fellowship.<https://gbr01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bl.uk%2Feccles-centre%2Ffellowships-and-awards%2Ffellowships-previous-holders&data=04%7C01%7C%7C4fc20e7830ba400ac34e08d9d9be7595%7C21a44cb7f9c34f009afabd1e8e88bcd9%7C0%7C0%7C637780234296298319%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=veSfDq1vgXOiNDuGfMhsNt6KhlFa9%2BbAj1w364hPG58%3D&reserved=0>

Although we welcome applications from researchers working on all aspects of Caribbean, Latin American and / or North American studies, we are particularly keen to hear from researchers working on the following themes:

– Sounds and music of the Americas

– Americans beyond the Americas

– American environments

– Religion and spiritualty in the Americas

Applicants are also strongly advised to familiarise themselves with the collections and resources of the British Library (especially by looking through the various online catalogues<https://gbr01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bl.uk%2Fcatalogues-and-collections%2Fcatalogues&data=04%7C01%7C%7C4fc20e7830ba400ac34e08d9d9be7595%7C21a44cb7f9c34f009afabd1e8e88bcd9%7C0%7C0%7C637780234296298319%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=rbkZ%2BGZdnPIHDEvMjOEhOKnRhI4nSrCo5WhEsBeZCNE%3D&reserved=0>), as applications with a clear statement of a research plan are more likely to be successful.

More information about the programme and how to apply is available on our website<https://gbr01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bl.uk%2Feccles-centre%2Ffellowships-and-awards%2Ffellowships-previous-holders&data=04%7C01%7C%7C4fc20e7830ba400ac34e08d9d9be7595%7C21a44cb7f9c34f009afabd1e8e88bcd9%7C0%7C0%7C637780234296308279%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=LWj1ijbjijyyESjkv%2FwZbQF96XDtzzz18yoC5CzGMd8%3D&reserved=0> and you can see the kinds of Fellowship projects we’ve supported in the past here.<https://gbr01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bl.uk%2Feccles-centre%2Ffellowships-and-awards%2Ffellowships-previous-holders&data=04%7C01%7C%7C4fc20e7830ba400ac34e08d9d9be7595%7C21a44cb7f9c34f009afabd1e8e88bcd9%7C0%7C0%7C637780234296308279%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=LWj1ijbjijyyESjkv%2FwZbQF96XDtzzz18yoC5CzGMd8%3D&reserved=0> I’d be very grateful if you could post this to any message boards or add to any newsletters you think might get the word out to relevant researchers.

If you have any further queries, please get in touch with us at Eccles-centre@bl.uk<mailto:Eccles-centre@bl.uk>.

2.9 Professor and Head of the School of Modern Languages, University of Bristol

Location:	Bristol
Salary:	Competitive Salary Plus Benefits
Hours:	Full Time
Contract Type:	Permanent
Placed On:	13th January 2022
Closes:	13th February 2022
Job Ref:	ACAD105810

The University of Bristol is seeking to appoint an outstanding academic leader as the Head of the School of Modern Languages. As part of the Faculty of Arts, the School undertakes world-class research and is committed to the highest standards of teaching and student experience.

As Head of School, you will occupy a key academic leadership position within the University. Reporting to the Dean of the Faculty of Arts, you will lead and manage the academic business of the School.

The appointment will be for four years, with the possibility of extension, and is available from 1 August 2022. It will go hand in hand with an open-ended full-time professorial position.

What will you be doing?

Leading the School’s academic direction and identifying transformative and innovative opportunities, with a special emphasis on international partnerships and student recruitment.
Promoting research excellence and fostering a positive, high-performance research culture, in line with the University’s world-leading research reputation, with a particular focus on external grant capture.
Ensuring continued excellence in teaching, student experience and educational innovation.
Developing the vision and strategy for the School to further enhance the School’s reputation as a leader in modern languages research and education delivery.
Maintaining a positive and collegiate working culture across all staff groups, which is underpinned by equality, diversity and inclusion.
Fostering and developing collaborations with a range of internal and external partners, pertaining both to public engagement and research collaboration.

You should apply if you have:

An outstanding leadership track record, with demonstrated ability to lead and motivate others through a collaborative, innovative and forward-thinking approach.
An inspirational vision for the School alongside the enthusiasm to develop and implement the School’s strategy, in line with University and Faculty strategy.
A demonstrable commitment to promoting equality, diversity and inclusion.
Academic standing commensurate with senior professorial status in an area related to one or more of the disciplines within the School.
A deep commitment to, and a record of success in, promoting a high-quality education and student experience, and enabling colleagues to be excellent researchers and teachers; demonstrating an international dimension will be an advantage.

In return, we will offer you the opportunity to shape a dynamic community of staff and students in the exceptional setting of a world-class university in a wonderful city.

Applications must be submitted online by 11.59pm on Sunday 13^th February 2022.

For an informal discussion please contact Professor Karla Pollmann, Dean of the Faculty of Arts (dean-arts@bristol.ac.uk).

The selection process is likely to take place on 28th and 29th March 2022. Please hold both of these days free if applying.

In the event that in person interviews are not possible owing to Covid restrictions, we will undertake the process online.

We welcome applications from all members of our community and are particularly encouraging those from diverse groups, such as members of the LGBT+ and BAME communities, to join us.

https://www.bristol.ac.uk/jobs/find/details/?jobId=265174&jobTitle=Professor%20and%20Head%20of%20the%20School%20of%20Modern%20Languages

2.10 Full Professor of Modern/Contemporary European Literature and Culture, Leiden University Centre for the Arts in Society

The Leiden University Centre for the Arts in Society (LUCAS) is looking for a

Full Professor of Modern/Contemporary European Literature and Culture, 1,0 fte (38 hours per week)

Leiden University for the Arts in Society (LUCAS) seeks applicants for the position of Full Professor Contemporary European Literature and Culture. We are looking for a candidate who will play a pivotal role within LUCAS, both in terms of content, organization and academic leadership. We are in particular interested in candidates who count French or German literature as part of their primary expertise. The new chair will be a leading and recognised expert in the relevant research field and is internationally recognized as such, in both research and education. The candidate will strengthen LUCAS’ research profile and will help developing our Institute and its collaborations further, both nationally and internationally. We are searching for a candidate who feels at home and has proficiency in literary studies in its widest sense, including critical theory, cultural analysis and comparative approaches, also in relation to future challenges in society. The candidate will have experience in working in a versatile and multidisciplinary research community such as LUCAS and will possess the capacity to fruitfully connect disciplines and fields, as well as people, within the Institute, the Faculty and beyond.

Key responsibilities:

actively participating in the academic community of the Institute and showing leadership in connecting scholars and stimulating research, particularly between scholars in literary studies and modern European literatures and cultures;
conducting high-quality, innovative academic research, presenting its results at conferences, in top-ranking peer-reviewed journals and with leading academic publishers, and translate these results to a wider audience;
developing a sustainable research programme and research agenda that fits within LUCAS’ research profile;
acquiring project funding at national, European and international level (NWO, ERC, Horizon Europe etc.);
attracting and supervising PhD candidates and junior researchers;
managing and supervising academics in different stages of their academic career, stimulating their research, teaching and professional development;
preparing and teaching courses on a BA and (Research) MA level in their field, with a strong emphasis on programme innovation;
engaging in all usual forms of instruction in these programmes, including supervising internships and excursions, supervising BA and (Research) MA theses;
performing administrative and management tasks within LUCAS, the Faculty of Humanities and Leiden University.

Requirements:

The successful candidate:

Will hold a PhD in the field of literary studies or modern European literature, with a multidisciplinary approach to research;
will show the ability to bridge differences and seek connections between scholars and create synergies between programmes taught in LUCAS (such as film, French and German or other literatures taught)
will show a keen interest in current academic debates and state-of-the-art concepts pertaining to the field, such as the position of literature in a broader socio-, political, cultural context, theoretical concepts, and the use of traditional and innovative methodologies;
will be an internationally recognised expert in their field, with evidence of active, visible and ongoing collaborations with a national and international network of scholars, and visibility and recognition appropriate to the senior level of this position;
will have an excellent track record of undertaking high-quality, original research that is evident from high-profile publications with well-established and world-leading international academic publishers;
will have a successful track record in attracting both external funding and PhD candidates and junior researchers;
will have the ability to connect their research to concerns in and beyond academia and a proven record of public engagement and impact;
will demonstrate both academic leadership and a broad vision on and competence in research and education;
will have a strong record of providing quality teaching and mentoring on BA, MA, Research MA, and PhD levels (as demonstrated by a University Teaching Qualification certificate and/or excellent teaching evaluations), and experience of curriculum development in the field of comparative literary and/or cultural studies;
will have experience with management and leadership functions and a proven ability to inspire and unite in their leadership;
will be flexible and a team worker, as well as a proactive leader with excellent communication skills and the ability to unite, initiate and build communities;
will play an active role in the innovation of several teaching programmes in LUCAS and the Faculty of Humanities;
will have a vision on the challenges facing academia, and in particular the Humanities, and clear ideas for its implementation;
will not only be fluent in at least one language as specified above of the literatures/cultures of their research, but also in English on a (near) fleunt level (spoken and written). If the successful applicant is not Dutch-speaking, they are expected to acquire a good command of Dutch within two years from taking up duty, for teaching, administrative and social purposes; the University will fund their Dutch training at the University’s Academic Language Center.

Faculty of Humanities

A wealth of expertise in the fields of philosophy, (art) history, the arts, literature, film and cultural sciences, religious studies, linguistics and multidisciplinary area studies results in a unique Faculty of Humanities. Our global expertise, international focus and synergy of scientific approaches form windows to the world, opening up the many perspectives of a globalising world. In a century of large-scale levels of migration, intense and ever faster communication, cultural transformations and the politicising of culture and the rise of new (super) powers, the work and knowledge of the faculty’s staff is of vital importance to our society, both inside and outside of the Netherlands.

The Faculty of Humanities offers an inspiring and international work environment with room for diversity and growth for employees and students from the Netherlands and abroad. Our faculty is home to more than 8,000 students and 800 staff members. It offers a wide range of education, with students being able to choose from no less than 26 Bachelor’s and 27 Master’s degree programmes. The Faculty’s research is organised within seven institutes and contributes to six research dossiers for research at Leiden University. For more information see: https://www.universiteitleiden.nl/en/humanities.

LUCAS

The Leiden University Centre for the Arts in Society (LUCAS) is one of the seven research institutes of the Faculty of Humanities. It aims to be a prominent player in the research field of the arts (literature, art, architecture, media and design). LUCAS is dedicated to ground-breaking research that explores the multifaceted relationships between the arts and society. It hosts a range of academic disciplines and is a hub for interdisciplinary collaborations regarding the relationships between the arts and society from multi- and interdisciplinary perspectives. Our members study cultural production over the course of two millennia, from classical antiquity to our contemporary world. The successful candidate will be one of the seven full professors within the research cluster Modern and Contemporary Studies. This cluster is home to over 100 senior staff members and PhD candidates in a wide range of fields organised into six research themes.

Terms and conditions

We offer a full-time temporary appointment for initially a period of 18 months, convertible into a permanent position in case of satisfactory performance. If the successful candidate has already held a full professorship or if they have successfully completed a tenure track, they may be eligible for a permanent appointment. The gross monthly salary will be between € 5.843,- and € 8.508,- commensurate with qualifications and experience. These amounts are based on a fulltime appointment and are in conformity with current salary scales (HL-2) under the collective employment agreement (CAO) for Dutch Universities.

An appointment at Leiden University includes pension build-up and other benefits, including an annual holiday premium of 8% and an end-of-year premium of 8.3%. Candidates from outside the Netherlands may be eligible for a substantial tax break. For international spouses we have set up a dual career programme. For more information, see https://workingat.leiden.edu/ More information about the terms of employment can be found at: https://staff.leiden.edu.

After appointment, depending on experience and formal qualifications to date, the successful applicant will be required to enter a nationally standardized tertiary teaching skills certification trajectory (BKO or Basis Kwalificatie Onderwijs), successful completion of which is a condition for favorable assessment in work reviews.

Diversity

Leiden University is strongly committed to diversity within its community and especially welcomes applications from members of underrepresented groups.

Information

Enquiries about the Chair can be made to Prof Dr Sybille Lammes, Academic Director of LUCAS, e-mail: s.lammes@hum.leidenuniv.nl. Enquiries about the procedure and conditions can be made to im-lucas@hum.leidenuniv.nl.

Applications

Please submit your application no later than 1 March 2022 via our e-recruitment portal in the form of a single PDF file that contains the following items in the following order:

Curriculum Vitae including a list of publications and research projects;
a cover letter stating your motivation (max. 1 A4);
an outline of your research plans for the coming 5 years and their fit within the LUCAS research agenda (max. 2 A4);
an outline of your teaching vision and plans for the coming 18 months (max. 2 A4);
an outline of your vision on academic leadership and your role within the academic community (max. 1 A4);
names of three references (please list these in your CV rather than entering them into the system).

The selection procedure may include a trial lecture and an assessment. Interviews with shortlisted candidates are expected to take place in March and April 2022.

Acquisition following this advertisement is not appreciated.

https://www.universiteitleiden.nl/vacatures/2022/kwartaal-1/22-03510582full-professor-of-modern-contemporary-european-literature-and-culture

2.11 Newton International Fellowships scheme – Expressions of Interest invited by the Institute of Modern Languages Research

The Institute of Modern Languages Research, and all SAS Institutes, welcomes proposals from suitably qualified applicants for the Newton International Fellowships scheme. The Scheme aims to attract the most promising early career postdoctoral researchers from overseas in the fields of natural sciences, physical sciences, medical sciences, social sciences and the humanities.

Aims

The aims of the Newton International Fellowships scheme are to:

Support the development and training of postdoctoral researchers at an early stage of their career from any country outside the UK, by providing an opportunity to work at a UK research institution for two years.
Ensure the best postdoctoral researchers across all relevant disciplines from around the world are supported in the UK.
Foster long-term relations between Newton International Fellows and the UK research base through the establishment of an alumni programme for former Fellows of this scheme.

Eligibility requirements

The applicant must:

Have a PhD, or applicants in the final stages of their PhD will be accepted provided that the PhD will be completed (including viva) before the start date of the Fellowship. Confirmation of award of the PhD will be required before any Fellowship award is confirmed
Applicants should have no more than 7 years of active full time postdoctoral experience at the time of application (discounting career breaks, but including teaching experience and/or time spent in industry)
Be working outside the UK
Not hold UK citizenship
Be competent in oral and written English
Have a clearly defined and mutually-beneficial research proposal agreed with a UK host researcher.

Applicants should ensure that they meet all the eligibility requirements, which are explained in the scheme notes.

Value and duration

Newton International Fellowships last for two years. Funding consists of £30,000 per annum for subsistence costs, and up to £8,000 per annum research expenses, as well as a one-off payment of up to £3,500 for relocation expenses. Awards include a contribution to the overheads incurred, at a rate of 50% of the total award to the visiting researcher. Applicants may also be eligible to receive follow on Alumni funding following the tenure of their Fellowship to support networking activities with UK-based researchers.

Application process

Actions for applicants due by 16 February 2022 at the latest:

Applicants should submit expressions of interest to the IMLR Director, Professor Charles Burdett charles.burdett@sas.ac.uk (copied to research@sas.ac.uk)

Expressions of interest should include:

a suggested UK host researcher (if not the Director)
your CV
a paragraph describing adherence to eligibility criteria
a 100-word abstract
a brief outline (2 pages maximum) of the research proposal, including intended publications and how the proposal research mutually benefits the UK host and researcher.

Further details, including the full application process for those whose application will be supported by the School of Advanced Study: https://www.sas.ac.uk/support-research/fellowships/externally-funded-fellowships/newton-international-fellowships

3. Announcements

3.1 SAS Research Training Programme TERM 2

School of Advanced Study • University of London

Registration is now open for the School of Advanced Study free research training programme for Term 2. These sessions are open to researchers at all levels in the UK and beyond, but advance registration using the booking links below is essential.

SAS Research Training Programme 2021 / 22

TERM 2

Wednesday 12^thJanuary 2022, 11:00 – 12:00: What is Copyright? https://www.sas.ac.uk/events/event/25385

Monday 17^thJanuary 2022, available at 11:00: EndNote (pre-recorded session) https://www.sas.ac.uk/events/event/25400

Wednesday 19^thJanuary 2022, 11:00 – 12:00: Starting Writing https://www.sas.ac.uk/events/event/25386

Wednesday 19^th January 2022, 14:00 – 15:00: Ethnography in Modern Languages and Cultures Research Session 1: Ethnography and Modern Languages and Cultureshttps://modernlanguages.sas.ac.uk/events/event/25139

Monday 24^th January 2022, 14:00 – 15:00: Maintaining Mental Health and Wellbeing https://www.sas.ac.uk/events/event/25399

Wednesday 26^thJanuary 2022, 11:00 – 12:30: Conducting Interviews: Oral History https://www.sas.ac.uk/events/event/25401

Wednesday 26^th January 2022, 14:00 – 15:00: Ethnography in Modern Languages and Cultures Research Session 2: Ethnographic Fieldwork https://modernlanguages.sas.ac.uk/events/event/25141

Wednesday 2^nd February 20222, 11:00 – 12:30: Online Research Methods https://www.sas.ac.uk/events/event/24783

Wednesday 9^th February 20222, 11:00 – 12:00: Academic Writing and Creativity https://www.sas.ac.uk/events/event/25387

Monday 21^st February 2022, 14:00 – 16:00: Open Access https://www.sas.ac.uk/events/event/25416

Wednesday 23^rd February 2022, 11:00 – 12:30: The PhD Viva https://www.sas.ac.uk/events/event/25417

Thursday 24^th February 2022, 15:30 – 17:00: Concepts of Digital Humanities https://www.sas.ac.uk/events/event/25271

Monday 28^th February 2022, 14:00 – 15:00: Do’s and Don’ts for Book Proposals https://www.sas.ac.uk/events/event/25171

Wednesday 2^nd March 2022, 10:30 – 11:30: Presentation Skills https://www.sas.ac.uk/events/event/25388

Wednesday 9^th March 2022, available at 11:00: Zotero (pre-recorded session) https://www.sas.ac.uk/events/event/25418

Monday 14^th March 2022, 14:00 – 15:00: Peer Review

https://www.sas.ac.uk/events/event/25419

Wednesday 16^th March 2022, 11:00 – 12:00: Designing a Presentation https://www.sas.ac.uk/events/event/25389

Monday 21^st March 2021, 14:00 – 15:00: Overview of Journals Publishing https://www.sas.ac.uk/events/event/24943

Wednesday 23^rdMarch 2022, 11:00 – 12:00: Footnotes https://www.sas.ac.uk/events/event/25390

3.2 Fieldwork and Modern Languages Research training seminars – term 2 programme

The Fieldwork and Modern Languages Research project at the IMLR supports scholars of modern languages and related disciplines to undertake research in challenging multi-lingual research sites around the globe. Our aim is to help you identify and develop knowledge and skills that will assist you when you are both designing and conducting fieldwork.

We offer an annual series of fieldwork seminars delivered by a team of researchers with specialist expertise in a broad range of fieldwork contexts: https://port.sas.ac.uk/mod/page/view.php?id=5449.

Registrations open on a termly basis. Anyone wishing to attend a seminar in term 2 must register in advance of the seminar on the IMLR’s events system Please note that some seminars have restricted numbers and it is advisable to book promptly: https:/book /modernlanguages.sas.ac.uk/sites/default/files/files/Events/Zoom%20online%20event_participants%20guidance%20v2.pdf

Seminars take place on Wednesday afternoons on Zoom starting at 14:00 (seminars on 2 and 9 March 2022 start at 12:00 noon).

Ethnography in Modern Languages and Cultures Research
Course leaders: Naomi Wells and Ainhoa Montoya
Wednesday, 19 January 2022, 14:00-15:30
Wednesday, 26 January 2022, 14:00-15:30

Conducting Research in Post-Conflict Contexts
Seminar leader: Catherine Gilbert
Wednesday, 2 February 2022, 14:00-16:00

Photographic Methods
Seminar leaders: Tom Martin & Chandra Morrison
Wednesday, 2 March 2022, 12:00-14:00

Any queries to c.griffiths@chester.ac.uk

3.3 Seminar: Translating Minority Voices

Following the conference “Translating Linguistic Minorities” held online last May, we are delighted to announce the creation of the research network “Translating Minority Voices”, supported by the research groups PRISMES (Sorbonne Nouvelle) and CAS (Toulouse Jean-Jaurès).

This network aims to build on the discussions started at the conference, beginning with a series of reading groups and seminars to be held online between March and June. The eight sessions (both in English and French) will enable us to explore a range of topics related to the depiction of multilingualism in fiction, the role of gender in translation and the role of translation in gendered language, the treatment of minority voices in audiovisual translation, decolonial approaches to translation, translated texts from the Maghreb, and the representation of marginalised voices in young adult literature (see dates and details below).

Our website is now up to date with the speakers’ abstracts and bios, as well as the registration link for each session. It also contains the videos and recordings from last year’s conference, as well as the September roundtable on translating Shuggie Bain: https://tradminling.sciencesconf.org/ .

If you would like to follow us on social media, we have a Twitter account at @TrMinVoices. We also have a mailing list which you can subscribe to here: https://forms.gle/ht4EzQfFvBwwmRcP7.

All best wishes for the coming year,

Juliette Pezaire, Tiffane Levick, Camille Le Gall, Célestine Denèle, Sophie Chadelle, Charles Bonnot

Thursday March 3 2022: Reading group/bilingual discussion session (EN/FR)

Discussion based on the article by Michael Cronin, “The Cracked Looking Glass of Servants: Translation and Minority Languages in a Global Age”, The Translator, Vol. 4 No. 2 (1998), 145-62

Registration: https://univ-tlse2.zoom.us/meeting/register/tJMudO2oqTwqH9LPiomGtIFCy8iNpkNWhMW3

Thursday March 17 2022: Minority Voices and Audiovisual Translation (EN) / jeudi 17 mars : Voix minoritaires et traduction audiovisuelle (EN)

Speakers: Sophie Chadelle (Université Toulouse Jean-Jaurès) and Francesca Leveridge (University of Nottingham)

Session chaired by Serenella Zanotti (Università Rome Tre)

Thursday April 7 2022: Translation and multilingualism (EN) / jeudi 7 avril 2022 : Traduction et multilinguisme (EN)

Speakers: Julie Loison-Charles (Université de Lille) and Amanda Murphy (Université Sorbonne Nouvelle)

Session chaired by Dirk Delabastita (University of Namur)

Thursday April 21 2022: Translating the Maghreb (EN) / jeudi 21 avril : Traduire le Maghreb (EN)

Speakers: Sanaa Benmessaoud (University of Sharjah), Olivia C. Harrison (University of Southern California) and Teresa Villa-Ignacio (Stonehill College)

Session chaired by William Spurlin (Brunel University London)

jeudi 5 mai 2022: Table ronde: Voix minoritaires en littérature jeunesse (FR) / Thursday May 5: Roundtable: Translating Minority Voices in Children’s/YA Literature

Intervenant⸱es : Audrey Coussy (traductrice et chercheuse à McGill University), Clémentine Beauvais (traductrice et chercheuse à York University), Aylin Manço (traductrice)

Table ronde modérée par Amélie Josselin-Leray (Université Toulouse Jean-Jaurès)

jeudi 19 mai 2022 : Traduction et genre (FR) / Thursday May 19: Translation and Gender (FR)

Intervenant⸱es : Loïs Crémier (Université du Québec à Montréal) et Corinne Oster (Université de Lille)

Séance modérée par Daniela Ginsburg

jeudi 9 juin 2022 : Approches décoloniales de la traduction des voix minorisées (FR) / Thursday June 9: Decolonial Approaches to Translating Minority Voices (FR)

Intervenant⸱es : Audrey Canalès (Université de Montréal) et Laura de la Fuente López (Université de Lille)

Séance modérée par Sanaa Benmassaoud

jeudi 23 juin 2022 : Séance de clôture / discussion // Thursday June 23: Final session: Bilingual discussion group

3.4 French Presse series

Happy New Year Colleagues! It may seems that we are rewinding to the beginning of 2021, but French Presse presses on. Here is what we have in store:

1) First up in 2022 is our discussion with Rachel Anne Gillett about her new book, At Home in Our Sounds: Music, Race, and Cultural Politics in Interwar Paris (Oxford University Press, 2020). Rachel’s interviewers are Jonathyne Briggs, Indiana University Northwest and Kesewa John, University College London.

This session will be on Sunday January 23, at 3 pm EST. You need to register at EventBrite. Here’s the link.

https://www.eventbrite.com/e/frenchpresse-2022-gillett-at-home-in-our-sounds-music-race-culture-tickets-240296682847

2) Our session on Nina Gelbart’s book, Minerva’s French Sisters: Women of Science in Enlightenment France, will now take place on Sunday February 6 at 3 pm EST. Nina will be in conversation with Kathleen Wellman, Professor at Southern Methodist University and author (most recently) of Hijacking History: How the Christian Right Teaches History and Why It Matters, New York: Oxford University Press, 2021 and Queens and Mistresses of Renaissance France, London & New Haven: Yale University Press, 2013. Registration and Zoom link to follow soon.

3) If you want to keep marking your calendars, on February 27 @3:00pm EST: Aro Velmet, Pasteur’s Empire: Bacteriology and Politics in France, its Colonies, and the World (Oxford University Press, 2020). Interviewer: Alice Conklin, Ohio State University

4) And in April, exact date TBD, Ian Coller, Muslims and Citizens: The French Revolution and Islam (Yale University Press, 2020) Interviewer: Judith Surkis, Rutgers University

3.5 Winthrop-King/Liverpool University Press new translation series

World Writing in French: New Archipelagoes

TRANSLATION SERIES

Series editors:
Charles Forsdick and Martin Munro

The Winthrop-King Institute and Liverpool University Press are excited to launch this new series, the aim of which is to publish cutting-edge contemporary French-language fiction, travel writing, essays and other prose works translated for an English-speaking audience. Works selected will reflect the diversity, dynamism, originality, and relevance of new and recent writing in French from throughout the French-speaking world. We aim to build the series as a vital reference point in the area of contemporary French-language prose in English translation. There is a growing interest among Anglophone readers in literature in translation and a clear appetite for the richness and diversity of contemporary writing in French. The series will draw on the expertise of its editors and advisory board to seek out and make available for English-language readers a broad range of exciting new work in French. The series aims to publish the best of contemporary French prose, works that not only display high aesthetic and intellectual qualities, but which are likely to be of interest to a broad English-speaking readership. Beginning in 2022, we aim initially to publish two titles per year. The first titles are confirmed, as follows:

Michaël Ferrier, Scrabble(Mercure de France 2019), translated by Martin Munro.
Patrick Chamoiseau, La Matière de l’absence(Seuil, 2016), translated by Carrie Noland.
Leïla Slimani, Le Diable est dans les détails/Comment j’écris/Simone Veil, mon heroine (L’Aube, 2016/2018/2018), translated by Helen Vassallo.
Gérard Genette, Bardadrac(Seuil, 2006), translated by Nicholas Levett.

PROPOSALS

We welcome proposals from translators for works that conform to the series’ criteria. Initially, we will accept proposals during a submission period from 1-30 April, 2022. All submissions must be sent during this period, using the proposal form, which can be found here. Completed proposals should be sent to Racha Sattati at the Winthrop-King Institute (rsattati@fsu.edu).

Advisory Board Members:
Jennifer Boum Make (Georgetown University)
Michelle Bumatay (Florida State University)
William Cloonan (Florida State University)
Michaël Ferrier (Chuo University)
Michaela Hulstyn
Khalid Lyamlahy (University of Chicago)
Helen Vassallo (University of Exeter)

3.6 ASMCF Initiative Fund February 2022

Please find below details of the ASMCF Initiative Fund. The deadline for applications is 28th February 2022. For more details about awards/prizes, please visit the ASMCF website: https://asmcf.org/funding-prizes/

The Association’s Initiative Fund provides small grants (up to £500) to individuals who are members of the Association to help defray the costs of research events (conferences, study days, workshops etc.), including postgraduate-led initiatives. The Association is particularly keen to encourage and support regionally-based collaborative initiatives on the part of its members, which should be intended to benefit a wide public. More details about the prize can be found on the ASMCF website: https://asmcf.org/funds-prizes-awards/initiative-fund/

3.7 Simone de Beauvoir Studies – Prix Patterson 2022

Appel à candidature

Prix Patterson 2022

Simone de Beauvoir Studies

Date limite : 1^ermars 2022, 23h59 (HNE)

Prix : 300 $ USD et la publication du texte récompensé dans la revue Simone de Beauvoir Studies.

Ce prix porte le nom de Yolanda Astarita Patterson, rédactrice en chef de la revue pendant plus de trente ans (1985-2016). Le Prix Patterson est décerné annuellement à un texte s’inscrivant dans la lignée beauvoirienne tant par la qualité de son écriture que par la manière dont y sont traités des sujets liés à l’œuvre de l’autrice et philosophe : les études sur le genre (gender studies), la sexualité, le féminisme, les rapports interculturels, le postcolonialisme, le militantisme politique, l’existentialisme et la littérature.

Les écrits de Beauvoir se démarquent par leur prise directe sur les enjeux d’actualité de son époque, lesquels trouvent un écho particulièrement fort à la nôtre ; par leurs solides fondements théoriques résultant d’une activité réflexive rigoureuse, toujours attentive à l’ambiguïté et à la complexité propres à l’expérience vécue ; par leur ouverture enthousiaste à de nouvelles idées ; par leur égard consciencieux aux voix marginalisées et aux récits personnels d’appréhension de phénomènes divers ; par leur recours habile à plusieurs modes d’expression ; et enfin par leur mise au défi courageuse et persistante de tout type d’oppression. Le Prix Patterson est remis dans le cadre d’un concours international qui accueille des textes issus de domaines de recherche et de genres littéraires variés (article scientifique, essai philosophique, texte créatif, etc.). Pour l’édition 2022 du concours, seuls les manuscrits en français sont acceptés. (L’édition suivante, en 2023, mettra en valeur les manuscrits en anglais.)

Admissibilité : Tout texte inédit rédigé par un.e auteur.trice provenant de quelque domaine de recherche que ce soit, peu importe son statut professionnel, pourvu qu’il.elle n’ait pas déjà publié de monographie dans ce même domaine au moment de la candidature (par exemple : un roman pour un texte créatif ou un ouvrage savant pour un article scientifique). Les textes soumis doivent compter 8 000 mots ou moins, y compris les notes et la bibliographie.

Pour des précisions quant aux critères de candidature, veuillez consulter l’onglet « À propos / Téléchargements (About / Downloads) » sur le site web de la revue : www.brill.com/sdbs. Veuillez poser toute question au sujet du Prix Patterson à la rédactrice en chef, Jennifer McWeeny, à l’adresse suivante : sdbs@wpi.edu.

————

Call for Submissions

2022 Patterson Prize

Simone de Beauvoir Studies

Deadline: March 1, 2022, 11:59pm EST

Award: $300 USD and publication in Simone de Beauvoir Studies

This annual award is named after Yolanda Astarita Patterson, the Editor in Chief of Simone de Beauvoir Studies for more than thirty years (1985-2016). The Patterson Prize is awarded annually to a work that demonstrates excellence in writing while also embodying modes of thought and expression characteristic of Beauvoir’s oeuvre. We especially invite submissions on topics relevant to Beauvoir’s legacy such as gender and sexuality, race and culture, literature, existentialism, global politics, and others.

Hallmarks of Beauvoir’s writing include a capacity to speak to the most pressing issues of our time; rigorous thinking that attends to the complexity and ambiguity of lived experience; a remarkable openness to new ideas; detailed attention to marginalized voices and first-person accounts of phenomena; the capacity to utilize multiple modes of expression; and a courageous insistence on challenging oppression in all its forms. The Patterson Prize is an international, multi-genre competition that welcomes submissions from authors writing from any cultural, disciplinary, interdisciplinary, and stylistic perspective. For the 2022 prize competition, we welcome submissions in French (the 2023 prize competition will consider English submissions).

Eligibility: Any work of previously unpublished writing authored by individuals at any stage of their careers who have not published a monograph in the area of submission at the time of submission. Submissions should be 8000 words or less inclusive of notes and references.

For a detailed explanation of submission requirements, please see the About/Downloads tab at www.brill.com/sdbs. Please direct all questions about the Patterson Prize to Jennifer McWeeny, Editor in Chief, sdbs@wpi.edu.

3.8 Sketching/Scripting Women – Women and Comics in the Arab World (4 March online)

Seminar

4 March 2022

14:00-17:30 GMT

https://modernlanguages.sas.ac.uk/events/event/25230

The Spring 2022 seminar in the ‘Sketching/Scripting Women’ series of the Centre for the Study of Contemporary Women’s Writing will explore the work of Francophone female graphic novelists from the Arab World, with contributions from academic speakers focusing on different historical and socio-political contexts spanning from the Maghreb to the Middle-East, and a talk by prize-winning Beirut-born bande dessinée author Michèle Standjofski. Flourishing comics production by graphic novelists originating from Maghreb and Mashriq countries has seen an increasing contribution of female authors since the start of the millennium, and later the Arab Spring, who have explored issues such as war, memory, identity, gender, and youth culture. Such cultural production is also characterised by its multilingualism which lies at the heart of the creative process; discussions on Arab comics will therefore offer an opportunity to reflect on the engagement of authors with the question of creative multilingualism.

This seminar will be of relevance to anyone interested in comics, gender, and contemporary Arab culture.

The primary goal of the ‘Sketching/Scripting Women’ series is to contribute to and help steer the development of research into female bande dessinée creation, by bringing together practitioners, academics and the general public.

All times in GMT

14:00-15:45
Alexandra Gueydan-Turek (Swarthmore College): Of Foreign Genre and Local Bodies: the Ambiguity of Fasiki’s Feminist Nude
Carla Calargé (Florida Atlantic University): Neoliberalism, Political Agency and the Past: Beirut in/and Bande Dessinée before 2020
Sandra Rousseau (Carleton College): Sublime and Macabre: Lamia Ziadé’s Affective Map of the Levant

15:45-16:15 Break

16:15-17:30 Michèle Standjofski on her oeuvre
Bande dessinée author Michèle Standjofski will speak (in French) about her work and discuss her experience as a female artist in the context of the Lebanese comics industry. Michèle Standjofski was shortlisted for the 2018 ‘Prix Artémisia’ (awarded annually by the French Artémisia Association to the best bande dessinée by a female author) for her autobiographical graphic narrative, Toutes les mers. She was also the recipient of the ‘Prix du Public’ (People’s Choice Award) at the 2018 comics Pulp Festival in France. She worked as an illustrator for the Lebanese newspaper L’Orient-Le Jour for over twenty years, with a bi-weekly comic strip ‘Beyrouth-Déroute’ published from 1977 to 1987. She has also been working as an illustrator for children’s books since the early 1990’s. Her work has been exhibited in Angoulême, Beirut, Ravenne, Istanbul, Athens, Sharjah and Aix-en-Provence. Michèle Standjofski has been teaching bande dessinée and illustration at ALBA (Académie Libanaise des Beaux-Arts) in Beirut since 1992.

Organiser: Myriem El Maïzi (myriem.el-maizi@ncl.ac.uk)

With the generous support of the Cassal Endowment Fund and Newcastle University

All are welcome to attend this free seminar, which will be held online via Zoom at 14:00 GMT. You will need to register in advance to receive the online joining link:https://modernlanguages.sas.ac.uk/events/event/25230

3.9 Translators Aloud bursary

Dear fellow language professionals,

You may be aware that I (along with my fellow literary translator Charlotte Coombe) founded the YouTube channel Translators Aloud in May 2020. The channel features literary translators reading from their own work, with dedicated playlists for individual languages and publishers; books for which translators are seeking a publisher; and interviews and short instructional pieces on the translation industry, pitching to publishers, reading aloud, and more.

Today, Charlotte and I are THRILLED to announce the Translators Aloud bursary, which will provide FULL funding for a Black, Asian or Ethnically Diverse literary translator from anywhere in the world to attend the British Centre for Literary Translation Summer School from 18-22 July 2022. Applications will open later in January. If you would be so kind as to pass this news along to any of your students who might be aspiring literary translators, we would be most grateful.

Many thanks,

Tina (Kover) O’Donnell

Durham University

3.10 SFS R.Gapper Postgraduate Prize EXTENDED

*DEADLINE E X T E N D E D: 31 January 2022*

Gapper Postgraduate Essay Prize:

A prize is awarded annually by the Society for French Studies for the best essay submitted by a postgraduate student at a university based in the United Kingdom or the Republic of Ireland. The award includes:

a cash prize of £750
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

To be eligible for submission the essay must be:

entirely the student’s own work and submitted in unrevised form
written in the previous academic year by a postgraduate student currently registered (or within six months of registration having terminated)
addressing a topic within the scope of the discipline of French studies
written in either English or French, with any quotations from French supplied in the original language
up to 6,000 words in length (including notes but excluding bibliography)
word-processed with numbered pages
submitted without the name of the student, or institution, appearing in the essay
submitted by the university, with the student’s agreement, as one of up to three annual submissions per university
accompanied by a separate coversheet
submitted on the understanding that no correspondence will be entered into by the Society regarding individual essays.

If a draft thesis chapter is entered, candidates are reminded to ensure that it can be read as a stand-alone essay. Institutions submitting to the prize should download the coversheet from this page, and submit each essay and coversheet as a separate file to Fionnuala Sinclair at Finn.Sinclair@ed.ac.uk. The deadline has now been extended to Monday 31st January 2022.

https://www.sfs.ac.uk/prizes/r-gapper-postgraduate-essay-prize

3.11 Bristol Translates 2022

Bristol Translates 2022: Applications open!

Applications are now open for the Bristol Translates Literary Translation Summer School, which will take place online from 4 to 8 July 2022.

The 2022 programme will include workshops from Arabic, Catalan, Chinese, French, German, Italian, Japanese, Polish, Russian, Spanish, and Turkish – plus a multi-language workshop run by Daniel Hahn – to take place over three days.

These sessions will be complemented by two full days of talks and panels on literary translation, including a keynote speech from Professor Susan Bassnett, panels with publishers, and themed sessions on translating for the theatre, translating children’s and young adult literature, the use of CAT tools in literary translation, translating video games, and poetry translation.

There will be expert speakers discussing translator contracts in the UK and in the USA, a presentation by English PEN, and Comma Press’s annual translation competition.

Participants from around the world are welcome to apply. All workshops will be into English, and excellent command of English is required. The full fee for the course is £315; early-bird fee, for applications prior to 31 March 2022, is £280. Current University of Bristol students are able to participate at a discounted rate, and several bursaries are available for low-income applicants. The deadline for bursary applications is 28 February 2022.

For more information and to apply, please visit the Bristol Translates website.

If you have any questions, please contact the Bristol Translates team via their email address.

For updates and further information consider following Bristol Translates on Twitter.

3.12 Undergraduate Grants for Student-Led Projects: Let’s Study French at Uni

The Association of University Professors and Heads of French+ (AUPHF+) is offering two project grants, worth £500 each, for student-led projects that will promote the study of French and Francophone Studies at University.

The projects will be entirely student-led and could for instance include outreach activities in secondary schools, taster workshops, film screenings, a performance, a creative writing event, etc. Students will shape and conduct their project collaboratively in a group. The projects should be principally aimed at widening participation through activities engaging prospective students from disadvantaged and under-represented backgrounds as well as supporting their access to Higher Education and engagement with the study of French and Francophone studies. We encourage you to be creative!

The competition is open to all undergraduate students of French or French and Francophone Studies enrolled at a UK University. This is a significant opportunity for students to develop skills in leadership, organisation and collaboration and will be a welcome addition to any CV.

Please submit a proposal of maximum 2 pages outlining your planned activities, who will participate in the project, your target audience, the aims of your project and how you would spend the grant to Prof. Marion Schmid (M.Schmid@ed.ac.uk).

The deadline for receipt of applications is 28 February 2022. Successful applicants will be notified in March 2022. All projects must be completed by 31 December 2022 and the winning teams will be invited to write a short report on the events after they have organised them.

3.13 ASMCF’s Schools Liaison and Outreach Funding Initiative: Call for Submissions

Please find below details of the ASMCF’s Schools Liaison and Outreach Funding Initiative. The deadline for applications is 28^th February 2022. For more details about awards/prizes, please visit the ASMCF website: https://asmcf.org/funding-prizes/

The ASMCF’s Schools Liaison and Outreach Funding Initiative offers up to £500 to support members of the Association who organise teacher- or pupil-focused events which fulfil the following objectives:

promote the learning of French in its social, political, historical and cultural context in schools to prepare pupils for the diversity of content of current UK French degrees;
assist teachers who wish to engage in personal intellectual development in subjects relating to those which they are teaching, with a view to enrich their provision and enable them to help students to bridge the gap between school and university.

The deadline for the submission of applications is 28^th February 2022 for projects to be undertaken within 12 months of the application. More information about the scheme, including project criteria and application procedure can be found on the ASMCF website: http://www.asmcf.org/funding/outreach

Examples of successful past projects are available here, and more information about topics and activities which can be of interest to schools can be found here. If you have any questions about the scheme please email Beatrice Ivey at asmcf-outreach@protonmail.com

3.14 New Books in French Studies-Interview with Aro Velmet

Dear Colleagues,

I hope this message finds you all doing as well as possible during this challenging time.

I write to let you know about my recent New Books in French Studies interview with Aro Velmet re: Pasteur’s Empire: Bacteriology and Politics in France, Its Colonies, and the World (Oxford University Press, 2020). It appeared online over the holiday break.

You can tune in here.

New Books in French Studies features discussions with scholars of France and the Francophone world about their latest books. It is a channel on the New Books Network, a consortium of podcasts featuring publications across a wide range of fields. The podcast can also be accessed via iTunes where a free subscription option is available.

Thanks so much for listening.
rp

Roxanne Panchasi, PhD

3.15 ASMCF Peter Morris Memorial Postgraduate Travel Prize

Please find below details of the ASMCF Peter Morris Memorial Postgraduate Travel Prize. The deadline for applications is 15^th February 2022. 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 their supervisor. Bids to other funding bodies either pending or known should be disclosed.

Postgraduates applying for the award should complete the Peter Morris Prize form available at: http://www.asmcf.org/funding/. The person to whom the prize has been awarded should provide a brief report on the trip, including details of expenses, no later than three months after return to the UK.

3.16 AUPHF+ UK Undergraduate Video Competition: In Love with Languages

Open to all UK undergraduates in French and Francophone Studies.

Prizes: Three prizes worth £100 each.

Jury: Prof Marion Demossier, Prof Martin Hurcombe, Prof Marion Schmid, Dr Emmanuelle Labeau, Pallavi Joshi.

The AUPHF+ aims to promote French and Francophone Studies in the UK. You are invited to submit a video clip of 3 minutes maximum on one of the following topics:

In love with languages
How languages can change your life
The art of translanguaging

Please state your chosen topic and forward your video clip in an MP4 file to Prof. Marion Demossier (M.Demossier@soton.ac.uk) by 25 April 2022.

Terms and conditions: If successful, your recording will be promoted to pupils, students and the wider public through social media platforms, YouTube and the AUPHF+ website.

Full guidelines concerning ethics, permissions and data protection are available here: http://www.auphf.ac.uk/news-events

3.17 Future Directions in Modern Languages (25 Feb 2022)

Future Directions in Modern Languages

25 February 2022

11:45-16:15 GMT

https://modernlanguages.sas.ac.uk/events/event/25353

All times in GMT

11:45-12:45
‘Modern’ Languages Teaching: Decentring and Decolonising Approaches Through the Lens of ‘Community’ Languages
Bilingualism Matters London
Chair: Li Wei (BML Co-Director, UCL Institute of Education)
Speakers: Petros Karatsareas (BML Co-Director, University of Westminster), Kathleen McCarthy (Queen Mary University of London), and Joanna McPake (University of Strathclyde)

Exploring the transformative effects that educators, scholars, and language learners can experience when all become aware of the pervasiveness of multilingualism, and the possibilities that come with allowing everyone involved in language learning to mobilise and expand their linguistic repertoires in all their complexity and fluidity. The session will reflect critically on policies and practices that perpetuate the privileged dominance of colonial languages and standardised varieties, and on ways to democratise language pedagogy, including by bridging the gap between the mainstream and complementary school sectors and problematising alienating labels that define people’s languages into categories such as ‘modern’, ‘foreign’, ‘community’.

12:45-13:30 Break

13:30-14:30
Modern Languages: Disciplinary Identity and Interdisciplinary Potential
Cross-Language Dynamics: Reshaping Community
Speakers: Stephen Hutchings (PI, University of Manchester), Andy Byford (University of Durham), Naomi Wells (Institute of Modern Languages Research, University of London)

Connecting Education Sectors and Language Communities
Creative Multilingualism
Speakers: Katrin Kohl (PI, University of Oxford), Rajinder Dudrah (Birmingham City University), Julia Hofweber (UCL Institute of Education)

14:30-14:45 Break

14:45 – 15:45
Demonstrating the Relevance of Research in Modern Languages to Key Issues of Our Time
Multilingualism: Empowering Individuals, Transforming Societies (MEITS)
Speakers: Wendy Ayres-Bennett (PI, University of Cambridge), Rory Finnin (University of Cambridge), Mícheál Ó Mainnín (Queen’s University Belfast)

Connecting Research and Funding
Language Acts and Worldmaking
Speakers: Catherine Boyle (PI, King’s College, London), Renata Brandão (University of East London), Rachel Scott (Royal Holloway University of London), Sophie Stevens (University of East Anglia)

15:45 – 16:15 Conclusion

Supported by the IMLR, OWRI projects, UCML, Bilingualism Matters London, and AULC

All are welcome to attend this free symposium, which will be held online via zoom. You will need to register in advance to receive the online joining link: https://modernlanguages.sas.ac.uk/events/event/25353

3.18 Reparations for Slavery: Memory, Justice, Responsibility (Columbia Maison française)

Reparations for Slavery: Memory, Justice, Responsibility

Magali Bessone and Myriam Cottias will be discussing their book in dialogue with Madeleine Dobie, Olatunde Johnson, and Nicolas Delalande

RSVP HERE and you will receive a zoom link on the day of the event.

In the past few years, the issue of slavery reparations has been at the center of many public debates, both in the United States and in Europe. Some debates, like the one between Ta-Nehisi Coates and Coleman Hughes three years ago, have been widely publicized and contributed to creating a greater awareness of this question among the general public. But what do we really mean when we talk about “reparations”? How are we to understand, in this context, the terms of “justice”, “dignity”, “abolitions”, “indemnity”, “memory”, “rights”, “race”, “responsibility”? In their book Lexique des réparations de l’esclavage (Lexicon of Reparations for Slavery), Magali Bessone and Myriam Cottias shed new light on these notions through concrete examples and case studies from the present and the past. By doing so, they highlight the importance of the question of reparations within contemporary philosophical, historical and economic discussions about race and power.

Magali Bessone is a Professor of political philosophy at Panthéon-Sorbonne University, member of the ISJPS (Institut des Sciences Juridique et Philosophique de la Sorbonne, UMR 8103) and associate researcher at CIRESC (Centre international de recherche sur les esclavages et post-esclavages). She is also member of the Scientific Committee of the Foundation for the Remembrance of Slavery. Her research focuses on theories of justice and critical theories of race and racism. She is the author of Sans distinction de race ? (Vrin, 2013), Faire justice de l’irréparable (Vrin, 2019), the co-editor, with Gideon Calder and Federico Zuolo, of How Groups Matter ? Challenges of Toleration in Pluralistic Societies (Routledge, 2014) and the co-editor, with Daniel Sabbagh, of Race, racisme, discriminations : une anthologie de textes fondamentaux (Hermann, 2015). The Lexique des réparations de l’esclavage, co-edited with Myriam Cottias (Karthala 2021), and W.E.B Du Bois, Double conscience et condition raciale, co-written with Matthieu Renault (Editions Amsterdam, 2021), are her most recent publications.

Myriam Cottias is director of the International Center for Research on Slavery & Post-Slavery (CIRESC). She was coordinator of the EURESCL program within the framework of the 7th PCRD of the European Commission (www.eurescl.eu), appointed member of the National Committee of the CNRS (2014-2016) and President of the National Committee on the memory and history of slavery (2013-2016). She is director of the “Esclavages” “Esclavages Documents” collections at Karthala. She is the director of publication and co-editor in chief of the journal Esclavages & post ~ slavages / Slaveries & Post ~ Slaveries.

Madeleine Dobie is Professor of French and Comparative Literature at Columbia.

Nicolas Delalande is Associate Professor at the Centre for History at Sciences Po and Visiting Professor at Columbia.

Olatunde C. Johnson is Jerome B. Sherman Professor of Law at Columbia.

This program is jointly presented by the Columbia Maison Française, the Columbia French Department and the Alliance Program.

RSVP here. This event will also be livestreamed on Facebook Live.

3.19 University of the West Indies / University of Leicester International Summer School, May 2022: call for applications

Please see this link for information about the next University of the West Indies / University of Leicester International Summer School which is to be held at the University of the West Indies, Mona, Jamaica in May 2022: https://le.ac.uk/arts/uwi-summer-school

The UWI/UL International Summer School ran for the first time in June 2019, hosted by the University of Leicester. Due to COVID, the 2020 programme was cancelled, and then in 2021 it ran as a shorter virtual workshop, hosted by the University of the West Indies, Mona.

We are pleased to be able to now confirm that the 2022 summer school will take place at the University of the West Indies, Mona, Jamaica, from 23 to 27 May 2022, where we will revive the 2020 theme of ‘cultures and politics of protest’.

The organisers, Dr Sonjah Stanley Niaah and Dr Michael Bucknor, have compiled an exciting and varied cross-disciplinary programme which includes seminars and lectures on topics such as film, theatre and poetry as protest; reparations as protest; mental health, power and protest; social movements and protest; and spirituality as protest. For more detail on the programme, please contact Dr Stanley Niaah (sonjah.stanley@uwimona.edu.jm<mailto:sonjah.stanley@uwimona.edu.jm>).

The UWI/UL International Summer School is an annual, week-long intensive programme with an emphasis on both academic and professional development. It is aimed at postgraduate students and early career researchers from the Caribbean and the UK with an interest in global studies and a background in any discipline across the arts, humanities and social sciences, and we encourage applicants with a diverse range of interests.

The application deadline is 11 February 2022. You can find more information here<https://le.ac.uk/arts/uwi-summer-school> and access the online application form<https://le.ac.uk/arts/uwi-summer-school/application-form>. For more information, please contact Mrs Bettene Ross-Lawes (icsmona@uwimona.edu.jm<mailto:icsmona@uwimona.edu.jm>).

3.20 Applying for a PhD and Navigating the Job Market in French Studies: Workshops for Early Career Researchers

Friday 18^th March 2022, 9.30am-1.30pm

Online. Organised by AUPHF+

AUPHF+ (formerly Association of University Professors and Heads of French) exists to promote French Studies in the UK and Ireland. In recent years, we have broadened both our remit and our membership to represent a fuller range of career stages and experiences. To this end we are offering early career researchers in French Studies the opportunity to join us for four short workshops designed to help navigate different stages of the academic job market. Each workshop features a short discussion between those who are or who have been recently involved in applications for PhD students, lectureships, teaching and research fellowships. Each discussion will be followed by a Q&A. You are welcome to attend all workshops or just those that are of immediate interest to you.

Programme

9.30-10.15am: Applying for a lectureship: Dominique Carlini-Versini (Durham) and Shuangyi Li (Bristol)

10.30-11.15: Applying for a postdoctoral fellowship: Federico Testa (Bristol) and Martin Hurcombe (Bristol)

11.30-12.15: Applying for a PhD and postgraduate funding: Pallavi Joshi (Warwick) and Emmanuelle Labeau (Aston).

12.30-1.15: Applying for a teaching fellowship: Ashley Harris (Surrey) and Steven Wilson (Queen’s, Belfast).

To register for this free event, please visit: https://www.eventbrite.co.uk/e/applying-for-a-phd-and-navigating-the-job-market-in-french-studies-tickets-250138941307

3.21 Archipelagic Memory conference + online seminar

As the Archipelagic Memory project prepares for its conference “Archipelagic Memory: Intersecting Geographies, Histories and Disciplines” (call for papers inEnglish and French) that will take place in Mauritius from 2-4 August 2022, we are delighted to invite you to the curtain-raiser event:

Conceptualising Archipelagic Memory

An Online Seminar with Michael Rothberg and Vijaya Teelock

in conversation with Ananya Jahanara Kabir

The seminar (in English) will take place on Tuesday, 1st February 2022 at 4.30pm GMT.

Please register by 30^th January 2022 at: https://archipelagicmemory-seminar.eventbrite.co.uk.

This seminar brings together three eminent scholars working on questions of memory, islands and archipelagos to initiate a discussion on practices of memory-making in archipelagic spaces and through archipelagic structures, and on the meanings and possibilities embedded in the notion of “archipelagic memory”. It is intended as a first step in the creation of an intellectual forum to trace fresh trajectories in archipelagic thinking in the light of memory studies and novel forms of discourse, activism, justice and solidarity in the Global South.

For more information on the Archipelagic Memory project and conference, please visit the website: https://archipelagicmemory.wordpress.com/.

3.22 Registration: Society for French Historical Studies, Charlotte 3/24-26, 2022

We are delighted to announce that registration is now open for the annual meeting of the Society for French Historical Studies in Charlotte, North Carolina, March 24-26, 2022. This year’s conference theme, “Identity, Inclusion, and Exclusion in the Francophone World,” has resulted in an exciting program, which will include a keynote lecture by scholar and filmmaker Dr. Mame-Fatou Niang (Carnegie Mellon University), plenary sessions on Black Women in French History and the Future of the French History Conference, and a Q&A and screening of the documentary Furcy: Le procès de la liberté/ Furcy: Fighting for Freedom.

Pandemic conditions permitting, this conference will be conducted in person at the Charlotte Marriott City Center. All attendees must also be vaccinated and abide by the mask mandate in effect in Charlotte. To make the conference as safe as possible, formal common meals will be limited to the business lunch on Saturday, where boxed lunches will be distributed. The cost for that meal and for receptions are included in registration. In line with the conference theme of “Inclusion,” the regular registration fee is set at a level to help to subsidize a much lower fee for graduate students and underemployed (e.g., adjunct or contingent) faculty.

To register for the conference, please go to the conference website. All attendees are expected to be current members of the Society for French Historical Studies. To purchase or renew your membership, please visit the website of Duke University Press. Please also be sure to book your room at the conference hotel, under the “Accommodations” tab at the top of the website. To get the group discounted rate of $189 / night, you must book by February 17.

To help you begin to make your travel arrangements, we have posted a pdf of the draft program—which is subject to change—on the website.

If you are a panelist at the conference and did NOT receive an email about registration directly, please contact the co-presidents at sfhs.charlotte.2022@gmail.com.

We look forward to welcoming you to Charlotte!

Amitiés,

Christine Haynes & Patricia Tilburg

Co-Presidents

On behalf of the SFHS 2022 Program Committee:
Co-presidents: Christine Haynes & Patricia Tilburg

Michael Breen
Rick Fogarty
Alyssa Goldstein Sepinwall
Robin Mitchell
Tanya Stabler

3.23 Institute of Modern Languages Research Training Programme: February to March 2022

The 2021-22 Institute of Modern Languages Research’s free training programme is being delivered online on Wednesday afternoons. All sessions are free and open to researchers at any career stage, but advance registration on the IMLR’s events system will be essential (please note registrations are limited for some sessions to facilitate discussion and interaction). Registration is now open for the following sessions running from February to March 2022:

Conducting Research in Post-Conflict Contexts*

Session leader: Catherine Gilbert (Newcastle)

Date and time: Wednesday 2 February 2022, 2pm-4pm GMT

Booking link: Conducting Research in Post-Conflict Contexts | The Institute of Modern Languages Research (sas.ac.uk)

Environmental Humanities and World Literature/Translation Workshop: Ecopoetic Matters in Translated World-War Literature by Guillaume Apollinaire and Giuseppe Ungaretti**

Session leader: Daniel Finch-Race (Bologna)

Date and time: Wednesday 9 February 2022, 2pm-4pm GMT

Booking link: Environmental Humanities and World Literature/Translation Workshop: Ecopoetic Matters in Translated World-War Literature by Guillaume Apollinaire and Giuseppe Ungaretti | The Institute of Modern Languages Research (sas.ac.uk)

Disability Studies and Modern Languages Research

Session leader: Eleanor Jones (Southampton)

Date and time: Wednesday 23 February 2022, 2pm-3.30pm GMT

Booking link: Disability Studies and Modern Languages Research | The Institute of Modern Languages Research (sas.ac.uk)

Working in the field: Photographic Methods*

Speakers: Tom Martin (Lincoln) & Chandra Morrison (LSE)

Date and time: Wednesday 2 and Wednesday 9 March 2022, 12-2pm GMT

Booking link: Working in the field: Photographic Methods | The Institute of Modern Languages Research (sas.ac.uk)

Grounding World Literature**

Session leader: Jack Clift (SOAS)

Date and time: Wednesday 23 March, 2-4pm

Booking link: Grounding World Literature | The Institute of Modern Languages Research (sas.ac.uk)

Registration for further sessions planned for Terms 3 will be announced in Marchr, and these sessions will cover topics including Modern Languages archives and collections, decolonial methods, languages research in schools, applying for research grants, decolonising data for cultural research* and research in and with indigenous communities*.

Please contact naomi.wells@sas.ac.uk if you have any questions about the programme.

*These sessions have been organised by the ‘Fieldwork and Modern Languages’ research group, chaired by Prof. Claire Griffiths (c.griffiths@chester.ac.uk)

** These sessions are part of the Convocation Seminars in World Literature and Translation led by Joseph Ford (IMLR) and convened with LINKS (London Intercollegiate Network for Comparative Studies)’.

3.24 Master class virtuelle pour professeurs de FLE le 18/02/22: Comment concevoir un atelier d’écriture en classe?

Les département et centre de langues de l’université de Durham ont le plaisir de vous présenter la troisième master class virtuelle de leur programme d’écriture créative. Cette master class sera animée par Clémentine Beauvais et visera à répondre à la question Comment concevoir un atelier d’écriture en classe? Elle s’adressera aux enseignant·e·s de français FLE en cycle universitaire et aura lieu le vendredi 18 février 2022 de 14h à 16h (heure britannique) en ligne. Comme les places sont limitées, nous vous serions reconnaissantes de vous inscrire uniquement si vous êtes sûr·e·s de pouvoir y assister.

Clémentine Beauvais est autrice et traductrice, principalement en littérature jeunesse, avec quelques escapades du côté de la littérature générale. Elle est également enseignante-chercheuse en sciences de l’éducation à l’université de York. Elle mène depuis des années des ateliers d’écriture créative et de traduction littéraire.

Bibliographie sélective:

La louve, Editions Alice, 2015

Les petites reines, Editions Sarbacane, 2015

Songe à la douceur, Sarbacane, 2016

Age tendre, Sarbacane, 2020

Décomposée, L’Iconoclaste, 2021

Sainte Marguerite-Marie et moi, Quasar, 2021

Lien pour s’inscrire : https://www.eventbrite.co.uk/e/comment-concevoir-un-atelier-decriture-en-classe-tickets-247017876117

Veuillez noter que les inscriptions fermeront le 16 février.

Nous tenons aussi à vous faire savoir qu’il reste encore des places aux trois ateliers suivants. Ces ateliers s’adressent à un public d’apprenant.es B2/C1.

Mercredi 26 janvier 2022 de 14h à 15h30 : « L’écriture créative en prose: jeux à la première personne du singulier» animé par la professeure et écrivaine Catherine Dousteyssier-Khoze (www.eventbrite.com/e/lecriture-creative-en-prose-jeux-a-la-premiere-personne-du-singulier-tickets-237404381897)

Mercredi 16 février 2022 de 14h à 16h : « Je suis locataire de la langue française » animé par Dr Marie-Géraldine Lea (www.eventbrite.co.uk/e/atelier-de-slam-je-suis-locataire-de-la-langue-francaise-tickets-228272768997)

Mercredi 23 février de 13h à 15h : « L’intime au cœur du fantastique » animé par Katia Lanero Zamora (www.eventbrite.co.uk/e/lintime-au-coeur-du-fantastique-tickets-238189038827)

3.25 UCL Americas Caribbean Seminars event: Toussaint Louverture and the Haitian Revolution | FEB 16 | 17:30

All welcome to join us for the next event in our Caribbean Seminar Series:
Toussaint Louverture and the Haitian Revolution<https://www.ucl.ac.uk/americas/events/2022/feb/toussaint-louverture-and-haitian-revolution>

16 February 2022, 5:30pm-7pm

Professor Sudhir Hazareesingh (Balliol College, Oxford)

Toussaint Louverture was one of the principal leaders of the Haitian Revolution (1791-1804), a series of radical transformations which began with a revolt of the enslaved population in the French colony of Saint-Domingue and culminated in the proclamation of the world’s first postcolonial black state. This paper will focus on Toussaint’s originality as a republican thinker, military strategist, and statesman, and evaluate his wider impact on modern revolutionary culture and mythology.

More information here <https://www.ucl.ac.uk/americas/events/2022/feb/toussaint-louverture-and-haitian-revolution>

Registration here<https://ucl.zoom.us/meeting/register/tJwpdOCvpzgrHtS4WVXLn7hdfNnJ8LvZ79mL>

3.26 25K annual stipends for PhD studies at LSU

Edouard Glissant Graduate Student Fellowships in French Studies!

We are proud to offer $25,000 fellowships to the top two applicants to the graduate program in French Studies at Louisiana State University. The annual assistantship will support these applicants throughout their graduate work in French at LSU through the Ph.D. Students holding BA or MA degrees should apply to the Ph.D. program to be considered for the Glissant fellowship. 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 1, 2022. To apply, visit

https://www.lsu.edu/hss/french

3.27 Roundtable on Decolonizing and Diversifying World Literatures and Cultures, University of Maryland School of Languages, Literatures, and Cultures (Zoom Event)

Friday, February 18, 2022 11:00 am-2:00 pm (Eastern Time) Zoom,

A diversity and decolonizing across languages and cultures roundtable.

Siham Bouamer, Assistant Professor of French, Sam Houston State University, Diversity, Decolonization, and the French Curriculum Collective
Didem Uca, Assistant Professor of German Studies, Emory, Diversity, Decolonization, and the German Curriculum
Séraphin Kamdem, Lecturer in African Studies, School of Oriental and African Studies, University of London
Tiffany Creegan, Miller Assistant Professor of Spanish, Colby College
Graziella Parati, Paul D. Paganucci Professor of Italian Literature and Language, Dartmouth College
Keisha Brown, Assistant Professor of History, Tennessee State University

https://sllc.umd.edu/events/roundtable-decolonizing-and-diversifying-world-literatures-and-cultures

3.28 Atelier d’écriture créative (slam) pour étudiants en ligne le 16 février 2022

Les département et le centre de langues de l’université de Durham ont le plaisir de vous présenter le sixième atelier de leur programme d’ateliers d’écriture créative pour apprenant.es de français (spécialistes et non-spécialistes) en cycle universitaire. Cet atelier de slam sera animé par l’enseignante, écrivaine et traductrice Marie-Géraldine Lea et s’intitulera: “Je suis locataire de la langue française”. Il s’adressera aux apprenant.es de niveau B2-C1 et aura lieu le mercredi 16 février 2022 de 14h00 à 16h00 (heure de Londres).

D’origine toulousaine, enseignante en langue française et en traduction à l’Université de Cambridge, Marie-Géraldine Lea est écrivaine et traductrice. Elle enseigne aussi dans une école primaire pour filles où elle crée et dirige des Comédies musicales afin de promouvoir la langue française et fait découvrir des trésors de la littérature francophone.

Lien pour s’inscrire: Atelier de slam: « Je suis locataire de la langue française. » Tickets, Wed 16 Feb 2022 at 14:00 | Eventbrite

Veuillez noter que le nombre de places est limité.

4. New Publications

4.1 Magali Nachtergael (ed.), Itinéraires, 2020-3: ‘Le rap, une poésie de performances’

Considérer le rap dans le sillage croisé de la performance poétique et de la tradition orale simplifie immédiatement le lien entre études littéraires et cette forme littéraire contemporaine populaire. Cependant le rap, véritable art total, embrasse des problématiques liées à ses diverses modalités de performance – orale, rythmée, visuelle, sociale – mais aussi à l’histoire de la poésie en tant que création expérimentale et socioculturelle. Les contributions émanent de chercheurs et chercheuses internationaux (Belgique, Cameroun, États-Unis, Grande-Bretagne, France, Haïti, Québec, Sénégal) et le volume aborde des productions rappées francophones et anglophones selon une perspective à la fois globalisée et située. Partant du point de vue des études littéraires, il considère les dimensions rythmique, visuelle et sociopolitique de cette performance poétique plurimédiale.

Magali Nachtergael

Le rap, une poésie de performances. Présentation du numéro.

Performance audiovisuelle et persona : identité, corps et visibilité

Charlotte Gagné-Dumais

La performance du personnage musical du rappeur dans l’espace audiovisuel : les cas exemplaires d’Ice Cube, de Vince Staples et de Tyler, The Creator

Emily Q. Shuman

Esthétique et performativité de la race dans « Créature ratée » de Casey

Elsa Vallot

« Les anarchistes couronnés » : rap hardcore et droit de cité

Performances poético-politiques : des discours situés

Jovensel Ngamaleu

Poésie et discours social dans le rap français et camerounais : Booba, La Fouine, Valsero et Maalhox le Viber

Lefranc Joseph et Vinson Bradley Noël

La politique de la parole dans le rap créole : entre enjeux poétiques et engagement littéraire

Denis Saint-Amand

La bûche et le transpalette : poétique d’Odezenne

Performance intermédiale et mémoire littéraire

Serigne Seye

Et les rappeurs chantèrent Senghor ou un exemple d’adaptation intermédiale de la négritude

Nina Rolland

« Dans la rue et le bitume ne poussent que les fleurs du mal » : jouer et déjouer Charles Baudelaire et sa poésie dans le rap français

Julien Mowang Ngoula

Chanter par devoir de mémoire : une lecture postcoloniale de quelques textes du rappeur Médine

Performances orales et fabrique des singularités sonores

Léopold Reigner

“Poetry whirlpool”: Rhythm and Tangible Language in the Works of the Wu-Tang Clan and Booba

Idir Mahiou

Du flow binaire au flow polyrythmique, « de la rime scolaire à la rime rappeuse » : une histoire des performances formelles dans le rap en France de Chagrin d’amour à Ärsenik

Varia

Stéphane Ledien

Entre médiation, tiraillement et éclatement, la crise identitaire de l’écrivain-narrateur d’autobiographie intellectuelle

Les cas de : Roland Barthes par Roland Barthes, de Roland Barthes ; Écrire en pays dominé, de Patrick Chamoiseau ; La vie sans fards, de Maryse Condé ; Le Scribe et son ombre, d’Abdelkébir Khatibi ; Ma grand-mère bantoue et mes ancêtres les Gaulois, d’Henri Lopes

4.2 Monchoachi, Lémistè 3, Fugue vs Fug (Sens: Éditions Obsidiane, 2021)

“Le moins que l’on puisse dire, c’est que la rancune n’est sans doute pas un sentiment poétique… On aurait pu s’attendre à une charge autrement violente de votre part à l’encontre de l’Europe ennemie de la Parole : votre livre est un nouvel enchantement, miraculeux de fraîcheur et d’expressivité, transfigurant une nouvelle fois, non seulement votre rancune ou colère, mais aussi, toujours, la lourde “préciosité” du français (la langue des “âmenémiés”…). On vous sent plus que jamais inspiré et loin, supérieur au marasme commun – auquel vos voyelles, vos rythmes et toutes vos libertés apportent un dynamisme spirituel salutaire.” N.C

https://www.potomitan.info/bibliographie/monchoachi/lemiste3.php

En vente en librairie: 15 euros

Par correspondance : As. Anacaona, lakouzemi@yahoo.com (+ 3 euros frais de port)

4.3 French Studies in Southern Africa, 51 (2)

TABLE DES MATIÈRES

Yaya Mountapmbémé P. Njoya : « Bien plus proche qu’étranger » : Quête et rencontre de l’Autre dans la poésie d’Andrée Chedid

Nevine El Nossery : Le démantèlement des frontières du ‘chez-soi’ chez Fatima Mernissi et Malika Mokeddem

Jacques Leenhardt : Le discours antillais d’Édouard Glissant : remarques sur l’épaisseur d’un livre singulier

Emmanuel Mbégane Ndour : Rose déluge d’Edem Awumey : entre marronnage et métaspora

Karel Plaiche : Écritures de dépossession et figures de l’aliénation dans quelques romans africains francophones sur les guerres en Afrique contemporaine

Roger Fopa Kuete : Culture de l’indocilité et crise de la culture politique dans Empreintes de crabe de Patrice Nganang

Peter Ndemby Mamfoumby : Mathématique et fiction. Ouvroir et analyse potentielle de L’Anomalie de Hervé Le Tellier

Raymonde Moussavou & Karen Ferreira-Meyers : E-learning en contexte de Covid-19 : Quels enjeux pour une mutualisation des pratiques numériques au sein de TICE Afrique ?

René Ehouman Koffi & Dorgelès Houessou : De l’épreuve de dictée à la dictée de soi : choix et déterminisme stylistiques pour un questionnement d’un genre scolaire

Cédric Belec : L’utilisation du e-learning pour le développement de la compréhension orale du français en contexte universitaire japonais

Bernard De Meyer : French Studies in Southern Africa : un demi-siècle de croissance

Comptes rendus & In memoriam

Version numérique : disponible sur https://journals.co.za/journal/french
Version papier : contacter Markus Arnold markus.arnold@uct.ac.za

We are inviting submission for individual articles (varia) and proposals for special issues to be sent to markus.arnold@uct.ac.za

4.4 Gabriella Nugent, Colonial Legacies: Contemporary Lens-Based Art and the Democratic Republic of Congo (Leuven: Leuven University Press, 2021)

In Colonial Legacies, Gabriella Nugent examines a generation of contemporary artists born or based in the Congo whose lens-based art attends to the afterlives and mutations of Belgian colonialism in postcolonial Congo. Focusing on three artists and one artist collective, Nugent analyses artworks produced by Sammy Baloji, Michèle Magema, Georges Senga and Kongo Astronauts, each of whom offers a different perspective onto this history gleaned from their own experiences. In their photography and video art, these artists rework existent images and redress archival absences, making visible people and events occluded from dominant narratives. Their artworks are shown to offer a re-reading of the colonial and immediate post-independence past, blurring the lines of historical and speculative knowledge, documentary and fiction. Nugent demonstrates how their practices create a new type of visual record for the future, one that attests to the ramifications of colonialism across time.

This publication is GPRC-labeled (Guaranteed Peer-Reviewed Content).

More info: https://lup.be/products/172313

Author interview: https://lup.be/blogs/authors-corner/gabriella-nugent-colonial-legacies

The book will be distributed in the US by Cornell University Press: https://www.cornellpress.cornell.edu/book/9789462702998/colonial-legacies/#bookTabs=1

4.5 Alison Rice (ed.), Transpositions: Migration, Translation, Music (Liverpool: Liverpool University Press, 2021)

This collective volume concentrates on the concept of transposition, exploring its potential as a lens through which to examine recent Francophone literary, cinematic, theatrical, musical, and artistic creations that reveal multilingual and multicultural realities. The chapters are composed by leading scholars in French and Francophone Studies who engage in interdisciplinary reflections on the ways transcontinental movement has influenced diverse genres. It begins with the premise that an attentiveness to migration has inspired writers, artists, filmmakers, playwrights and musicians to engage in new forms of translation in their work. Their own diverse backgrounds combine with their awareness of the itineraries of others to have an impact on the innovative languages that emerge in their creative production. These contemporary figures realize that migratory actualities must be transposed into different linguistic and cultural contexts in order to be legible and audible, in order to be perceptible—either for the reader, the listener, or the viewer. The novels, films, plays, works of art and musical pieces that exemplify such transpositions adopt inventive elements that push the limits of formal composition in French. This work is therefore often inspiring as it points in evocative ways toward fluid influences and a plurality of interactions that render impossible any static conception of being or belonging.

“This is an exciting and vibrant collection of essays on the French Trans-Mediterranean brought together around the concept of transposition. With its roots in Western musical practice, the transposition from one key to another or the rewriting of parts for instruments of a different pitch, the term is used here to consider relocation, migration, multilingual and transnational aspects of a great diversity of texts.”
Claire Launchbury

Author Information

Alison Rice is the Dr. William M. Scholl Associate Professor of French and Francophone Studies and the Chair of the Department of Romance Languages and Literature at the University of Notre Dame.

Further information, including a full table of contents, is available here.

4.6 Sartre Studies, 27 (2): ‘Existentialism is an Antiracism’

The latest issue of Sartre Studies International has published! This special issue examines how existential thinking can be a living, global force that opposes racist praxis and thought.

Published in association with the United Kingdom Sartre Society and the North American Sartre Society.

Please visit the Berghahn website for more information about the journal: www.berghahnjournals.com/sartre-studies

Volume 27, Issue 2

Guest Editor’s Introduction
Existentialism is an Antiracism
T Storm Heter
https://bit.ly/3Fh9XSe

Interviews
Anti-Racism and Existential Philosophy: An interview with Kathryn Sophia Bell
Kathryn Sophia Belle and Edward O’Byrn
https://bit.ly/3mioNAw

Sipping Whiskey in Memphis: A Conversation Between Robert Bernasconi and Jonathan
Judaken on Racism and Existentialism
Robert Bernasconi and Jonathan Judaken
https://bit.ly/3FiWWHC

Articles
Interrogating Sartre and Apartheid
Mabogo Percy More
https://bit.ly/3J28xNP

Sartre: The Civil Code and the Rights of Arabs
Nathalie Nya
https://bit.ly/3mmyvSi

Existential Psychoanalysis and Sociogeny
Thomas Meagher
https://bit.ly/3EisUCy

L’Existentialisme de Sartre est-il un antiracisme?
Elhadji Fallou Samb
https://bit.ly/3pes7yd

Sartre, Bad Faith and Authentic Decolonial Interventions
Leshaba Lechaba
https://bit.ly/3FhD87J

Worth the Meddle: How Community and Literary Engagement Derailed Colonial Exploitation
Danielle Cervantes Stephens
https://bit.ly/3mnKv5X

The Poverty and Richness of the Imaginary: Sartre on (Anti-)racist Ways of Seeing
Laura McMahon
https://bit.ly/3mgJVqL

Coalition as a counterpoint to the intersectional critique of The Second Sex
Emma McNicol
https://bit.ly/30JItpc

Decolonization as Existential Paradox: Lewis Gordon’s Political Commitment to Thinking Otherwise and Setting Afoot a New
Humanity
Justin Fugo
https://bit.ly/3yIJpH4

4.7 Yarimar Bonilla, Greg Beckett & Mayanthi L. Fernando (eds.), Trouillot Remixed: The Michel-Rolph Trouillot Reader (Durham: Duke University Press, 2021)

https://www.combinedacademic.co.uk/9781478014225/trouillot-remixed/

Receive a 20% discount online:
CSLF2021
Valid until 11:59 GMT, 30th June 2022. Discount only applies to the CAP website.

“Trouillot Remixed is an invaluable collection. One is struck again by the clarity of Michel-Rolph Trouillot’s arguments about power and the status of the historical; one is called by his precise attention to what is at stake and the skill with which he connected the intimate and the world, or rather, his multiple commitments ‘to both home and the world.’ To begin from Trouillot is to reconstitute all, to reimagine all.”—Christina Sharpe author of In the Wake: On Blackness and Being

“Michel-Rolph Trouillot produced a distinctive presence in the scholarly worlds of anthropology and Caribbean studies. By the sheer force of his example, he invited us to recognize not only the irreducible complexity of the Caribbean as a horizon of inquiry but also the intellectual duty to take up the challenge of reinventing the categories through which we apprehend and engage this complexity. Trouillot Remixed offers us a thematically distilled selection of his work that will provoke us to appreciate his contribution in fresh and unexpected ways.”—David Scott, Columbia University

Throughout his career, the internationally renowned Haitian anthropologist Michel-Rolph Trouillot unsettled key concepts in anthropology, history, postcolonial studies, Black studies, Caribbean studies, and beyond. From his early critique of the West to the ongoing challenges he leveled at disciplinary and intellectual boundaries and formations, Trouillot centered the Caribbean as a site both foundational to the development of Western thought and critical to its undoing. Trouillot Remixed offers a representative cross section of his work that includes his most famous writings and lesser-known and harder-to-find texts essential to his oeuvre. Encouraging readers to engage with Trouillot’s scholarship in new ways, this collection demonstrates the breadth of his writing, his enduring influence on Caribbean studies, and his relevance to politically engaged scholarship more broadly.

Michel-Rolph Trouillot (1949–2012) was Professor of Anthropology and Social Sciences at the University of Chicago and the author of several books, including Global Transformations: Anthropology and the Modern World and Silencing the Past: Power and the Production of History.

Yarimar Bonilla is Professor of Africana, Puerto Rican, and Latino Studies at Hunter College, and Professor of Anthropology at The Graduate Center at the City University of New York.
Greg Beckett is Associate Professor in the Department of Anthropology at Western University.
Mayanthi L. Fernando is Associate Professor of Anthropology at the University of California, Santa Cruz.

4.8 Maeve McCusker, Fictions of Whiteness: Imagining the Planter Caste in the French Caribbean Novel (Charlottesville: University of Virginia Press, 2021)

https://www.upress.virginia.edu/title/5156

Blurb:

The Antilles remain a society preoccupied with gradations of skin color and with the social hierarchies that largely reflect, or are determined by, racial identity. Yet francophone postcolonial studies have largely overlooked a key figure in plantation literature: the planter, the béké, the white Creole master. A foundational presence in the collective Antillean imaginary, the béké is a reviled character associated both with the trauma of slavery and with continuing economic dominance, a figure of desire at once fantasized and fetishized. Békés remain a tiny but still spectacularly powerful minority on the islands, aggressively proclaiming and protecting their white identity. But if whiteness is held to operate as a racial and societal norm, békés’ minority status complicates this foundational principle of Critical Race Studies. Furthermore Antilleans live in islands that, as overseas departments, form an integral part of the ‘color-blind’ republic, France.

The first book-length study to engage with the literary construction of whiteness in the francophone Caribbean, Fictions of Whiteness examines the neglected béké figure in the longer history of Antillean literature and culture. Maeve McCusker examines representation of the white Creole across two centuries and a range of ideological contexts, from early nineteenth-century writers such as Louis de Maynard and Joseph Levilloux; to canonical twentieth- and twenty-first-century novelists such as Édouard Glissant, Patrick Chamoiseau, Raphaël Confiant, and Maryse Condé; extending to lesser-known authors such as Vincent Placoly and Marie-Reine de Jaham, and including entirely obscure writers such as Henri Micaux. These close analyses illuminate the contradictions and paradoxes of white identity in the Caribbean’s vieilles colonies, those laboratories in which the colonial mission took shape and that remain haunted by the specter of slavery.

Reviews:

‘Sophisticated, lively, sharp, this book is a highly original contribution to Francophone Postcolonial Studies’. Prof. Martin Munro, Florida State University.

‘Fascinating, rigorous, and well-written, Fictions of Whiteness is truly groundbreaking‘. Prof. Celia Britton, University College London.

Table of Contents:

Introduction

“A Certain Uncertain Writing”: Anxiety and Ambivalence in Traversay’s Les amours de Zémédare et Carina
Unsettling the Pigmentocracy: Levilloux’s Les créolesand Maynard’s Outre-mer
Sympathy for the Béké?: Glissant and Chamoiseau
Empathy and Estrangement: Vincent Placoly’s Frères volcans
‘Here it’s Black or White”: Marie-Reine de Jaham’s La grande békéand the Unbearable Whiteness of Being
Killing the Béké:Crime, Fiction, and White Death

Conclusion

4.9 Siham Bouamer & Loïc Bourdeau (eds.), Diversity and Decolonization in French Studies: New Approaches to Teaching (New York: Springer International Publishing, 2022) (Forthcoming)

This edited volume presents new and original approaches to teaching the French foreign-language curriculum, reconceptualizing the French classroom through a more inclusive lens. The volume engages with a broad range of scholars to facilitate an understanding of the process of French (de)colonization as well as its reverberations into the postcolonial era, and a deeper engagement with the global interconnectedness of these processes. Chapters in Part I revist the concept of the “francophonie,” decenter the field from “metropolitan” or “hexagonal” and white France and underline how current teaching materials reproduce epistemic and colonial violence. Part II adopts an intersectional approach to address topics of gender inclusivity, trans-affirming teaching, queer materials, and ableism. Finally, Part III presents new ways to transform the discipline by affirming our commitment to social justice and making sure that our classrooms are representative of our students’ enriching diversity.

Siham Bouamer is Assistant Professor of French at Sam Houston State University, USA. Her research focuses on transnational movements from and to the Maghreb in twentieth and twenty-first-century film and literature and pedagogy in textbooks.

Loïc Bourdeau is Assistant Professor of French and Francophone Studies at the University of Louisiana at Lafayette, USA. His research lies in twentieth and twenty-first-century French and Quebec literature and cinema, with special theoretical interests in feminist and queer studies.

https://link.springer.com/book/9783030953560

4.10 Felisa Vergara Reynolds, The Author as Cannibal: Rewriting in Francophone Literature as a Postcolonial Genre, 1969–1995 (Lincoln: University of Nebraska Press, 2022)

https://www.combinedacademic.co.uk/9781496218421/the-author-as-cannibal/

Receive a 20% discount online*:

CSLF2021

*Valid until 11:59 GMT, 30^th June 2022. Discount only applies to the CAP website.

“Felisa Vergara Reynolds sheds an exciting light on Francophone literature. Her work brilliantly displays the common movement originated by authors who subvert the colonial lens by using its codes and transform them into the tools of its critique.”—Rokhaya Diallo, French journalist, writer, filmmaker, and activist for racial, gender, and religious equality

“Felisa Vergara Reynolds’s impressive postcolonial reading of the author as cannibal strategically locates literary rewriting as a political form of protest, resistance, and reappropriation. . . . From rewriting and reclaiming the historical record to the inscription of subjectivity through the privileging of formerly marginalized perspectives to reversing the power dynamic intrinsic to the Eurocentric gaze, Reynolds peels back the veil of colonial ‘camouflage’—with its histories of domination, exclusion, and misrepresentation—to denounce colonial authoritarianism and reveal a set of counternarratives that imbue the formerly colonized with agency and the right to self-representation.”—H. Adlai Murdoch, author of Creolizing the Metropole: Migrant Caribbean Identities in Literature and Film

In the first decades after the end of French rule, Francophone authors engaged in an exercise of rewriting narratives from the colonial literary canon. In The Author as Cannibal, Felisa Vergara Reynolds presents these textual revisions as figurative acts of cannibalism and examines how these literary cannibalizations critique colonialism and its legacy in each author’s homeland. Reynolds focuses on four representative texts: Une tempête (1969) by Aimé Césaire, Le temps de Tamango (1981) by Boubacar Boris Diop, L’amour, la fantasia (1985) by Assia Djebar, and La migration des coeurs (1995) by Maryse Condé. Though written independently in Africa and the Caribbean, these texts all combine critical adaptation with creative destruction in an attempt to eradicate the social, political, cultural, and linguistic remnants of colonization long after independence.

The Author as Cannibal situates these works within Francophone studies, showing that the extent of their postcolonial critique is better understood when they are considered collectively. Crucial to the book are two interviews with Maryse Condé, which provide great insight on literary cannibalism. By foregrounding thematic concerns and writing strategies in these texts, Reynolds shows how these re-writings are an underappreciated collective form of protest and resistance for Francophone authors.

Felisa Vergara Reynolds is an assistant professor of French at the University of Illinois, Urbana-Champaign.

4.11 French Politics, Culture & Society (Vol. 39, Issue 3)

The latest issue of French Politics, Culture & Society has published!

Please visit the Berghahn website for more information about the journal: www.berghahnjournals.com/fpcs

Volume 39, Issue 3

Articles
The Rue d’Isly, Algiers, 26 March 1962: The Contested Memorialization of a Massacre
Fiona Barclay
https://bit.ly/33AxEXT

Les Enfants Perdus: Asylum Reform, Parents’ Groups, and Disability Rights in France,
1968–1975
Jonathyne Briggs
https://bit.ly/3IiFIeB

Obscene or Exemplary?
Robert Marchand’s Cycling World Hour Record: Sport, Aging, and Neoliberalism in Contemporary France
Hugh Dauncey and Jonathan Ervine
https://bit.ly/3nDOKLk

Navigating the Fourth Republic: West African University Students between Metropolitan
France and Dakar
Harry Gamble
https://bit.ly/32eqLuT

Hammer and Cycle: Communism’s Cycling Counterculture in Interwar France
Martin Hurcombe
https://bit.ly/3GEsAQC

Colonial Legacy: French Retirees in Nha Trang, Vietnam Today
Anne Raffin
https://bit.ly/3GId2Lz

Imperial Farce?: The Coronation of Bokassa the First and the (Failed) Manufacture of Charisma
Jason Yackee
https://bit.ly/3fC5NZJ

Sign up for Email updates: https://bit.ly/3laWu5G
Please visit the Berghahn website for more information about the journal: www.berghahnjournals.com/fpcs
Be sure to recommend French Politics, Culture & Society to your library
www.journals.berghahnbooks.com/fpcs/library-recommendations/

4.12 Sylvain Pattieu, Emmanuell Sibeud, & Tyler Stovall (eds), The Black Populations of France: Histories from Metropole to Colony (Lincoln: University of Nebraska Press, 2022)

https://www.combinedacademic.co.uk/9781496228994/the-black-populations-of-france/

Receive a 20% discount online*:

CSLF2021

*Valid until 11:59 GMT, 30^th June 2022. Discount only applies to the CAP website.

“A needed expansion and corrective to the history of France, whose long-standing and diverse Black populations remain insufficiently explored. The originality of this book also resides in its geographical reach, as it extends beyond the metropole to a vast overseas territorial divide. . . . At the same time [it elucidates] the temporal fluidity of race and Blackness in these geographies, which contradict and complicate France’s cherished ideals of universalism and citizenship.”—Trica Keaton, coeditor of Black France / France Noire: The History and Politics of Blackness

The Black Populations of France is a study of Black peoples and their history in France and the French Empire during the modern era, from the eighteenth century to the present.

The contributors to this collection explore three main axes. The first addresses circulations—the ways Black populations have moved through the spaces of metropolitan France and the empire—and focuses on the actors themselves and the margins of maneuver available to them, particularly as soldiers, sailors, immigrants, and political militants. The second considers legacies and the ways the past has informed the present, addressing themes such as the memory of slavery, the histories of Black women and gender, and the historical influence of African Americans on Blacks in France. The final axis considers racial policy and the ways the state has shaped racial discourses through the interactions between state policies and ideas of race developed by individuals, organizations, and communities.

The Black Populations of France makes an important contribution to both modern French history and the history of the global Black diaspora. By putting these histories in dialogue with each other, it underscores the central place of France in world history.

Sylvain Pattieu is a lecturer in history at University of Paris 8. He is the author of several books written and published in French.

Emmanuelle Sibeud is a professor of contemporary history at the University of Paris 8. She is the author of several books written and published in French.

Tyler Stovall is the dean of the Graduate School of Arts and Sciences at Fordham University. He is the author of a number of books, including White Freedom: The Racial History of an Idea.

With all best wishes,

Combined Academic Publishers

University of Nebraska Press | February 2022 | 264pp | 9781496228994 | PB | £22.99*

*Price subject to change.

4.13 Ralph Ludwig (ed.), L’Errance et le Rire. Un nouveau souffle de la littérature antillaise.(Paris: Gallimard, 2022)

L’errance et le rire ont profondément marqué le monde créole des Antilles : le bateau à la merci des intempéries, l’incertitude, la drive, mais aussi la découverte et le dépassement de toutes sortes de limites, ainsi que le rire comme force de vie, réaction de désespoir et de révolte, ou ruse des contes populaires, sont autant d’éléments de cette thématique.

Mais que dire aujourd’hui du rire dans un monde créole globalisé, éparpillé entre différents continents, dans cette vie tissée par de nouvelles formes d’errance ? Quelle sorte de rire y prévaut : le rire joyeux, le rire jaune ?

Pris dans une dialectique fragile et multiforme entre l’errance et le rire, les textes de ce collectif d’auteurs, qu’ils soient guadeloupéens, haïtiens ou martiniquais, témoignent de la richesse de ce renouveau de la littérature antillaise. Ils sont ponctués d’un regard venu d’ailleurs – en l’occurrence d’Algérie – pour un au-delà de la perspective caribéenne.

Contributions de Mélissa Béralus, Mérine Céco, Raphaël Confiant, Louis-Philippe Dalembert, Jean D’Amérique, Miguel Duplan, Frankito, Gaël Octavia, Néhémy Pierre-Dahomey, Gisèle Pineau, Hector Poullet, Christian Séranot, Lyonel Trouillot, Gary Victor. Postface de Kaouther Adimi.

https://www.gallimard.fr/Catalogue/GALLIMARD/Folio/Folio-essais/L-Errance-et-le-Rire#

4.14 Clara Rachel Eybalin Casséus & Morgan Dalphinis, Une Caraïbe décoloniale (Chisinau, Editions universitaires européennes, 2022)

L’ONU désigna l’année 2019 année des langues autochtones. Le temps est venu de traiter des liens intimes entre pouvoir, action et mémoire. À l’intersection de la langue, de la politique de la mémoire et du tourisme patrimonial, cet ouvrage collectif démontre qu’une réflexion sur le patrimoine créole en termes de politique éducative et d’engagement populaire contribue à enrichir ce champ d’études universitaires et à nourrir une dynamique dans l’action des praticiens sur le terrain. En abordant la nature d’une Caraïbe décoloniale et ses implications sociopolitiques, linguistiques et même archéologiques, il traite d’un certain nombre de thèmes organisés en deux parties et en neuf chapitres. Notre souhait est de contribuer au développement des études mémorielles transnationales ayant pour objet les expressions linguistiques du créole. Celles-ci, en façonnant un sentiment d’appartenance au patrimoine caraïbéen, s’inscrivent pleinement dans une préoccupation majeure de préservation de ces langues autochtones face à des enjeux de domination géopolitique sous les divers aspects de la globalisation.

https://my.editions-ue.com/catalog/details//store/fr/book/978-620-3-43229-9/une-cara%C3%AFbe-d%C3%A9coloniale?fbclid=IwAR3EBSlyUq3ucR12fL7B9qVsx0_wuPd_oYVQfBiLYEOgZWPzfbWVl4f_4v0

SFPS Mailing: January 2022

1. Calls for Papers/Contributions

1.1 Appel à communications: Colloque annuel CARACOL, Observatoire des littératures caribéennes, en association avec le Yesu Persaud Centre for Caribbean Studies (University of Warwick): « Poétiques caribéennes : voies/x, esthétiques, imaginaires »

1.2 Call for Papers: Post-Migration Stress: Racial Microaggressions and Everyday Discrimination (Abstracts: 1-15 March 2022)

1.3 “Curriculum Imagination”: Decolonising HE Academic Practice Lecture Series

1.4 CFP: « Théories voyageuses » féministes en territoires littéraires et artistiques maghrébins (Expressions maghrébines 22.1, 2023)

1.5 AUPHF+ Annual Event on Decentring French Studies: CfP for PGRs and ECRs

1.6 AàA : Voix subalternes et créa(c)tives. Explorer l’inventivité de la marge francophone

1.7 Appel à contribution: Session affiliée du CIÉF à la Convention de la MLA, San Francisco, 5-8 janvier 2023 – Représentations littéraires francophones de la folie

1.8 Neo-Slave Narrative Conference 2022 CFP

1.9 BruLau doctoral summer school 7-11 June 2022 in Brussels

1.10 Appel à candidatures de bourses à destination de doctorant•es des pays du Sud global – BruLau 2022

1.11 47th Annual Nineteenth Century French Studies Colloquium Nov 2022

1.12 CFP. AFRIQUE DU SUD ET LE MONDE FRANCOPHONE

1.13 CFA Deadline for proposals: March 6, 2022 – Images de migrants – Média, médiation et réception audiovisuelle

1.14 Archipelagic Memory: Intersecting Geographies, Histories and Disciplines

1.15 2022 CSA Conference Call for Abstracts – Deadline 31 January

1.16 CfA: Journal of Postcolonial Writing special issue on ‘The African Novel in the 21st Century: New Vistas of Postcolonial Discourse’

1.17 MLA 2023 CFP: Literary Prizes, Prestige, and Contemporary African Literatures

2. Job and Scholarship Opportunities

2.1 British Academy Global Professorships: Expressions of Interest invited by the Institute of Modern Languages Research

2.2 RACE.ED Stuart Hall Foundation Fellowship

2.3 Up to 12 Positions Available, University College Cork Radical Humanities Laboratory

2.4 SFS Postdoctoral Prize Fellowship (deadline 31 January 2022)

2.5 Job opening in French as a second language at Western University (Canada)

2.6 Assistant Professor of French, Longwood University

2.7 Tutor in French, University of East Anglia

2.8 Visiting Research Fellowships in Caribbean Studies at the British Library

2.9 Professor and Head of the School of Modern Languages, University of Bristol

2.10 Full Professor of Modern/Contemporary European Literature and Culture, Leiden University Centre for the Arts in Society

2.11 Newton International Fellowships scheme – Expressions of Interest invited by the Institute of Modern Languages Research

3. Announcements

3.1 SAS Research Training Programme TERM 2

3.2 Fieldwork and Modern Languages Research training seminars – term 2 programme

3.3 Seminar: Translating Minority Voices

3.4 French Presse series

3.5 Winthrop-King/Liverpool University Press new translation series

3.6 ASMCF Initiative Fund February 2022

3.7 Simone de Beauvoir Studies – Prix Patterson 2022

3.8 Sketching/Scripting Women – Women and Comics in the Arab World (4 March online)

3.9 Translators Aloud bursary

3.10 SFS R.Gapper Postgraduate Prize EXTENDED

3.11 Bristol Translates 2022

3.12 Undergraduate Grants for Student-Led Projects: Let’s Study French at Uni

3.13 ASMCF’s Schools Liaison and Outreach Funding Initiative: Call for Submissions

3.14 New Books in French Studies-Interview with Aro Velmet

3.15 ASMCF Peter Morris Memorial Postgraduate Travel Prize

3.16 AUPHF+ UK Undergraduate Video Competition: In Love with Languages

3.17 Future Directions in Modern Languages (25 Feb 2022)

3.18 Reparations for Slavery: Memory, Justice, Responsibility (Columbia Maison française)

3.19 University of the West Indies / University of Leicester International Summer School, May 2022: call for applications

3.20 Applying for a PhD and Navigating the Job Market in French Studies: Workshops for Early Career Researchers

3.21 Archipelagic Memory conference + online seminar

3.22 Registration: Society for French Historical Studies, Charlotte 3/24-26, 2022

3.23 Institute of Modern Languages Research Training Programme: February to March 2022

3.24 Master class virtuelle pour professeurs de FLE le 18/02/22: Comment concevoir un atelier d’écriture en classe?

3.25 UCL Americas Caribbean Seminars event: Toussaint Louverture and the Haitian Revolution | FEB 16 | 17:30

3.26 25K annual stipends for PhD studies at LSU

3.27 Roundtable on Decolonizing and Diversifying World Literatures and Cultures, University of Maryland School of Languages, Literatures, and Cultures (Zoom Event)

3.28 Atelier d’écriture créative (slam) pour étudiants en ligne le 16 février 2022

4. New Publications

4.1 Magali Nachtergael (ed.), Itinéraires, 2020-3: ‘Le rap, une poésie de performances’

4.2 Monchoachi, Lémistè 3, Fugue vs Fug (Sens: Éditions Obsidiane, 2021)

4.3 French Studies in Southern Africa, 51 (2)

4.4 Gabriella Nugent, Colonial Legacies: Contemporary Lens-Based Art and the Democratic Republic of Congo (Leuven: Leuven University Press, 2021)

4.5 Alison Rice (ed.), Transpositions: Migration, Translation, Music (Liverpool: Liverpool University Press, 2021)

4.6 Sartre Studies, 27 (2): ‘Existentialism is an Antiracism’

4.7 Yarimar Bonilla, Greg Beckett & Mayanthi L. Fernando (eds.), Trouillot Remixed: The Michel-Rolph Trouillot Reader (Durham: Duke University Press, 2021)

4.8 Maeve McCusker, Fictions of Whiteness: Imagining the Planter Caste in the French Caribbean Novel (Charlottesville: University of Virginia Press, 2021)

4.9 Siham Bouamer & Loïc Bourdeau (eds.), Diversity and Decolonization in French Studies: New Approaches to Teaching (New York: Springer International Publishing, 2022) (Forthcoming)

4.10 Felisa Vergara Reynolds, The Author as Cannibal: Rewriting in Francophone Literature as a Postcolonial Genre, 1969–1995 (Lincoln: University of Nebraska Press, 2022)

4.11 French Politics, Culture & Society (Vol. 39, Issue 3)

4.12 Sylvain Pattieu, Emmanuell Sibeud, & Tyler Stovall (eds), The Black Populations of France: Histories from Metropole to Colony (Lincoln: University of Nebraska Press, 2022)

4.13 Ralph Ludwig (ed.), L’Errance et le Rire. Un nouveau souffle de la littérature antillaise.(Paris: Gallimard, 2022)

4.14 Clara Rachel Eybalin Casséus & Morgan Dalphinis, Une Caraïbe décoloniale (Chisinau, Editions universitaires européennes, 2022)

Fraser McQueen

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