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SFPS Mailing April 2022

3rd May 2022
  1. Call for Paper/Contribution

1.1.       Society for Francophone Postcolonial Studies In association with Liverpool University Press, Call for Papers, “(Post)Colonial Francophone Archives: Commemoration, Preservation, and Erasure/ Les archives (post)coloniales francophones: commémoration, préservation et censure”, Friday 18th – Saturday 19th November 2022.

1.2.       Appel à contribution pour un ouvrage collectif,  « Imaginaires politiques et religieux dans les littératures africaines postcoloniales et afro-descendantes »

1.3.       “Un/Making Graphic History: BD and Narratives of Resistance in French”, Call for Papers.

1.4.       Appel à communications, « ÉTUDES CULTURELLES AFRICAINES : POUR DES PERSPECTIVES ENDOGÈNES », Colloque international 24, 25, 26 novembre 2022. Université Joseph KI-ZERBO, Ouagadougou, Burkina Faso.

1.5.       Appel à contributions, « Postérité d’Albert Camus », Numéro 26 de la Série Albert Camus, Revue des lettres modernes Minard.

1.6.       Appel à contributions: Le plurilinguisme dans les littératures romanes, Revista Estudios Románicos. Universidad de Murcia, España.


1.8.       Women in French Australia, CFPs 2022 Seminar Series, Bodies, Borders, and Boundaries, September2022 ― February 2023.

1.9.       Call for articles, in an edited volume Gender in French Banlieue Cinema: Intersectional perspectives

1.10.          Pacific Ancient and Modern Language Association 2022: Geographies of the Fantastic and Quotidian, UCLA Luskin Conference Center, November 11-13, 2022.

1.11.          Colloque « Mohamed Mbougar Sarr, le labyrinthe littéraire », Colloque international organisé par Sarah Burnautzki, Abdoulaye Imorou et Cornelia Ruhe, à l’université de Mannheim, du 15 au 16 mai 2023.

1.12.          CFP: Inaugural ASFS-WiF:Oz Research and Networking Event

1.13.          Appel à publication, « BRÉVIAIRE POUR COMBATTRE LA SORCELLERIE DU DÉSENCHANTEMENT DU MONDE: Narrations littéraires pour apprendre à être et à vivre ensemble ».

1.14.          APPEL À CONTRIBUTIONS, « Mémoire(s) », Quêtes littéraires, N°12

1.15.         “Translating Caribbean Ecologies”, Study Day, University of Kent, 2nd September 2022.

  1. Job and scholarship Opportunities

2.1.       a Scientific researcher (m/f/x) at THE ROYAL MUSEUM FOR CENTRAL AFRICA

2.2.       Lecturer in French Cultural Studies (teaching and scholarship), Manchester

2.3.       PhD Teaching Assistantship in French Studies, University of Limerick, Ireland.

2.4.       Poste de International Fellow (9 mois), à William & Mary.

2.5.       VISITING LECTURER OF FRENCH: Academic year 2022-2023, U of Pittsburgh.

  1. Announcements

3.1.       Colloque annuel de l’association CARACOL en association avec le Yesu Persaud Centre for Caribbean Studies, « Poétiques caribéennes/Caribbean Poetics/ Poéticas caribeñas », 6-7 May 2022, online.

3.2.       63rd Annual Conference of the Society for French Studies, Queen’s University Belfast, 27th-29th June 2022.

3.3.       Registration open virtual 10th International Women in French Conference “Margins: Voices and Pathways,” hosted by Iowa State University May 12-14, 2022, US Central Time.


3.5.       Appel à candidatures pour la Bourse doctorale de l’ADEFFI

3.6.       Contributing editor to The Year’s Work in Modern Language Studies

3.7.       Journée d’étude CAS (EA 801), “Traduction et Résistance”, Université Toulouse Jean-Jaurès, 20 mai 2022. Maison de la Recherche – Salle D30

3.8.       DRAFT: A seminar series on research in progress in French and Francophone Studies in Australia, 13 May 2022, 1-2 pm (Sydney time).

3.9.       Modern French Research Seminar at the University of Cambridge.

3.10.          DWELLING A Cultural Literacy Everywhere Symposium: 12–13 May 2022, by zoom.

3.11.          The 2021-22 Institute of Modern Languages Research’s free training programme

3.12.          Beyond Words Festival, 16 – 22 May at the Institut français, London.

3.13.          Un/Making Graphic History: BD and Narratives of Resistance in French” Call for Papers

3.14.          “Comparative Conversations”, BCLA Spring 2022 Seminar Series (via Zoom)

3.15.          SAS Research Training Programme 2021 / 22

3.16.          The Goldsmiths Centre for Comparative Literature Postcolonial Theatre series, May 2022

  1. New Titles

4.1.       Ahmed ISMAÏLI, Rhétorique arabe et rhétorique occidentale : Bayān et figures de style,  Paris, L’Harmattan, 2022.

4.2.       François Martin et Jean-Dominique Pénel, Le passage de la Croisière noire au Niger, novembre décembre 1924, Paris, L’Harmattan, 2022.

4.3.       Animal et animalité, Stratégies de représentation dans les littératures d’expression française, Sous la direction de Sara BUEKENS et Julien DEFRAEYE, Classique Garnier, coll. « Rencontres », 2022.

4.4.       Jennifer L. Palmer, Intimate Bonds, Family and Slavery in the French Atlantic

4.5.       Siham Bouamer, Loïc Bourdeau, Diversity and Decolonization in French Studies, New Approaches to Teaching, Springer, 2022.

We invite you to renew your SFPS membership for 2022 or to join us if you haven’t yet done so. We’re always keen to welcome new members to our friendly community! Some benefits of membership below:

Free copy of our annual, book-length hardback publication. Reduced rates on back copies also. Details of past publications here: https://www.liverpooluniversitypress.co.uk/…/series-12325/

Bi-annual, peer-reviewed electronic bulletin, containing book reviews, conference reports and short articles. Past issues here: http://sfps.org.uk/bulletin-of-francophone-postcolonial…/

Admission to the annual SFPS conference (and other SFPS-sponsored events) at reduced rates – details of past conferences & PG workshops at the below links: http://sfps.org.uk/annual-conferences-2009-2021/


Electronic mailings on conferences, study days and publications of interest to SFPS members.

The opportunity to advertise research publications and events via the SFPS monthly mailings and social media. Events like this! http://sfps.org.uk/…/call-for-papers-caribbean-poetics…/

Access to SFPS grants for conference/colloquia organisation.

Colleagues based in LMIC countries/the Global South are eligible for free associate membership of SFPS (this does not include the annual hardback publication, but does include all other benefits of membership).

Interested? Details of how to join the Society or renew membership can be found here: http://sfps.org.uk/membership/

We’d be delighted to have you!

Further information on SFPS activities and events is also available on the Society’s website: http://sfps.org.uk

1.  Call for Paper/Contribution

1.1.            Society for Francophone Postcolonial Studies In association with Liverpool University Press, Call for Papers, “(Post)Colonial Francophone Archives: Commemoration, Preservation, and Erasure/ Les archives (post)coloniales francophones: commémoration, préservation et censure”, Friday 18th – Saturday 19th November 2022.


Institute of Modern Languages Research, University of London, Senate House, Malet Street, London WC1E 7HU

Colonial archives often reflect the biases and interests of their creators – powerful individuals, and the imperial state. They are sites of complicated and contested meanings, with many collections existing directly or indirectly as a result of colonisation. Rather than ‘objective’, trustworthy repositories of historical records, archives often assemble the voices of the privileged few. Those with authority over an archive can determine what is documented, remembered, and what is forgotten. They appraise what is worthy of preservation, how collections are organised, catalogued, used, and interpreted. Although people see archives as holding valuable public knowledge, consulting them is not a straightforward process, as acquisition and access are often limited. While some archives can be consulted with prior permission, many ‘sensitive’ or highly confidential documents are subject to limited access or are completely restricted. For these reasons, archives can advertently and inadvertently become sites of concealment and suppression.

In the case of France, the debate over the use of archives, accessibility and declassification hit fever pitch on 15 January 2020, when the secretary-general of Defence and National Security, Claire Landais, imposed a new policy stating that every document from 1940 to 1970 classified as ‘secret’ or ‘top secret’ – even those more than 50 years old – must be formally declassified by the agency that had produced it before it can be communicated to the public. This decision has had profound consequences for access to and use of archival materials related to, inter alia, military divisions of World War II (1940-1945), the First Indochina War (1940-1956), and the Algerian War of Independence (1940-1964). The implementation of this measure has caused widespread opposition in France and around the world, as researchers are now required to make a prior reservation and obtain permission from the Defence Historical Service (DHS) to consult historical documents. More than a year later, in March 2021, Emmanuel Macron announced that he would speed up declassification of archives more than 50 years old, a move that will allegedly help France come to terms with its colonial past. The ramifications of this announcement are yet to be realised and the question of unrestricted archival access remains uncertain.

This conference, which will be held on the 18-19 November 2022, seeks to explore contemporary and historical debates surrounding Francophone colonial archives. We welcome theoretical and critical reflections (papers or panels) on archives in Francophone Postcolonial Studies,* including but not limited to the following topics and questions:

  1. Archives & Public Memory Production: What is the role of archives in constructing social memory and dominant historical narratives?Can museums or libraries replace archives? 
  1. Reading Archives:How does researcher positionality influence archival interpretation and selection? How have new ways of thinking about the past challenged more traditional views of ‘the archive’?
  1. Archival Access: Who gets to access archives? What are the barriers to access? Do digital archives have a role in facilitating archival access?
  1. Censorship/Erasure in Archives: Why do archive files from the colonial past keep going missing? What can researchers do to mediate lost or hidden material? What can we learn from ‘silences’ in the colonial archive?
  1. The Politicisation of Archives: How have archives around the Francophone world been constructed, manipulated, or politicised? In what ways have archives been used to legitimise (or delegitimize) political systems?
  1. Decolonising Archives: Is it possible to decolonise archive sources? What are the possibilities of using various ‘anti-colonial’ archives? What can a critical praxis of decolonisation of the archive look like?
  1. ‘Alternative’ Archives: In what ways can ‘alternative’ archives (e.g. literature, cultural art works, oral histories, newspapers, paintings, postcards, intangible heritage, etc.) challenge dominant archived histories?Does the concealment of colonial archives present an opportunity for ‘alternative’ archives to construct new historical narratives?
  1. Repatriating Archives: Should colonial archives be returned home? Why has it taken so long to consider the repatriation of historical documents? 


Please send abstracts, in English or French of 200 to 250 words as well as a short biography of no more than 100 words to Sara Mechkarini and Dega Sian Rutherford (SFPSconference2022@gmail.com). Although this year’s conference will be held in person, we are also exploring hybrid options to enable Associate Members who are unable to travel to present online.

The deadline for submission of abstracts is 31 May 2022.



*Please note that while the focus of this conference is the Francophone colonial world, we also welcome papers that explore the key themes from a comparative perspective


Appel à Contribution


 Les archives (post)coloniales francophones: commémoration, préservation et censure

 Vendredi 18 et samedi 19 novembre 2022

Institute of Modern Languages Research, University of London, Senate House, Malet Street, London WC1E 7HU

Les archives coloniales sont souvent le reflet des préjugés et des intérêts de ceux qui les ont créées: des individus puissants, des collectionneurs, et l’État impérial. Elles sont des lieux de savoir complexes et controversés puisque l’existence de nombreuses collections est le résultat direct ou indirect de la colonisation. Loin d’être des répertoires « objectifs » et fiables des événements historiques, les archives sont souvent l’agrégat des voix de quelques individus privilégiés. Les individus dont l’autorité s’étend sur les archives ont le pouvoir de déterminer les événements à répertorier, ceux à commémorer et ceux à ignorer. Ils sont les juges de ce qui a le mérite d’être préservé, de comment les collections sont organisées, cataloguées, utilisées et interprétées. Quoi qu’aux yeux du public les archives contiennent un important savoir public, leur consultation n’est pas un processus sans entraves car les droits d’accès y sont souvent limités. Bien que l’on puisse consulter certaines archives en obtenant une permission préalable, la plupart des documents « sensibles » ou hautement confidentiels n’admettent qu’un accès limité ou sont complètement scellés. Ainsi, les archives peuvent, à dessein ou involontairement, devenir des lieux de dissimulation ou de suppression.

Dans le cas de la France, le débat sur l’utilisation, l’accessibilité et la déclassification des archives a atteint son point culminant le 15 janvier 2020 lorsque la secrétaire générale de la défense et de la sécurité nationale, Claire Landais, a instauré une nouvelle politique selon laquelle tout document classifié « secret » ou « top secret » entre 1940 et 1970 doit être formellement déclassifié par l’agence qui l’a produit avant qu’il ne soit communiqué au public. Cette décision a des conséquences profondes sur l’accès et l’utilisation des archives ayant trait à, entre autres, les divisions militaires pendant la deuxième guerre mondiale (1940-1945), la première guerre d’Indochine (1940-1956), la guerre d’indépendance d’Algérie (1940-1964). La mise en place de cette mesure, qui oblige désormais les chercheurs à faire une réservation et obtenir une autorisation au préalable auprès du Service Historique de la Défense, a été largement décriée en France et à travers le monde. Plus d’un an plus tard, en mars 2021, Emmanuel Macron a annoncé qu’il accélérerait la déclassification des archives de plus de 50 ans, une action qui devrait aider la France à assumer son passé colonial. Les ramifications de cette annonce sont encore à venir et la question de l’accès sans entraves aux archives demeure incertaine.

Cette conférence, qui aura lieu les 18 et 19 novembre 2022, vise à explorer les débats contemporains et historiques entourant les archives coloniales francophones. Nous accueillons avec plaisir les réflexions théoriques et critiques sur la question des archives en lien avec les études francophones ainsi que les propositions d’interventions ou de panels sur des sujets* tels que les suivants:

  1. Lesarchives et la production de la mémoire publique: quels rôles les archives jouent-elles dans la construction de la mémoire sociale et des discours historiques hégémoniques? Les musées et bibliothèques peuvent-ils remplacer les archives?
  1. Lalecture des archives: dans quelles mesures la subjectivité des chercheur.se.s influence-t- elle leur sélection et interprétation des archives?
  1. L’accès aux archives: qui a accès aux archives? Qu’est-ce qui en entrave l’accès? Quelsrôles les archives digitales peuvent-elles jouer dans la facilitation de l’accès aux archives?
  1. La censure/l’affichage des archives: qu’est-ce qui explique la disparition récurrente desarchives ayant trait au passé colonial? Quels recours les chercheur.se.s peuvent-ils/elles adopter pour atténuer la perte ou la dissimulation des ressources? Quels enseignements tirer des « silences » dans les archives coloniales?
  1. Lapolitisation des archives: comment les archives dans le monde francophone ont-elles été construites, manipulées ou politisées? Comment les archives ont-elles été utilisées pour légitimer (ou délégitimer) des systèmes politiques?
  1. La décolonisation des archives: la décolonisation des archives est-elle possible? Quellespossibilités l’utilisation de certaines archives « anti-coloniales » offrent-elles?
  1. Les archives alternatives: dans quelles mesures les archives « alternatives » (tels que lalittérature, les œuvres d’art culturelles, les histoires orales, la presse, les tableaux, les cartes postales, l’héritage intangible, etc.) peuvent-elles contester les histoires hégémoniques archivées? La dissimulation des archives coloniales offre-t-elle une opportunité de construction de discours historiques nouveaux par le biais des archives « alternatives »?
  1. Lerapatriement des archives: les archives coloniales doivent-elles être rapatriées dans leur pays d’origine? Pourquoi a-t-il fallu attendre si longtemps pour envisager le rapatriement des documents historiques?

Veuillez soumettre vos propositions de communication, entre 200 et 250 mots en anglais ou en français, ainsi qu’une petite note biographique de 100 mots à Sara Mechkarini et Dega Sian Rutherford (SFPSconference2022@gmail.com). Veuillez noter que bien que la conférence de cette année se tient en personne, nous explorons également des options hybrides pour permettre aux membres associés qui ne peuvent pas se déplacer de présenter en ligne.


La date butoir pour soumettre vos propositions est le 31 mai 2022.


*Veuillez noter que bien que cette conférence se focalise sur le monde francophone, nous acceptons volontiers toute proposition qui aborde les thématiques clés avec une approche comparative.

1.2.            Appel à contribution pour un ouvrage collectif,  « Imaginaires politiques et religieux dans les littératures africaines postcoloniales et afro-descendantes »


Les littératures postcoloniales, issues des territoires ayant appartenu à des empires européens divers : britannique, français, hispanophone, lusophone, néerlandophone, etc., traduisent des expériences d’une extrême diversité. Si l’on fait fausse route en tenant pour unique et homogène l’Afrique (Pourtier, 2010) au vu de la diversité de ses histoires, de ses paysanneries, de ses révolutions et surtout de sa relation avec la nature, l’on devrait aussi se rendre compte de l’existence d’une liane qui noue ces réalités hétéroclites autour d’un idéal originel africain fondé sur les valeurs de fraternité et de solidarité. Alors que ces réalités se déportent et s’observent sur plusieurs terrains (social, géographique, historique, religieux, etc.), le champ politique africain est aujourd’hui un lieu qui polarise les attentions et suscite maintes réflexions sur la nature et le fondement de certaines pratiques mises en valeur. Au moment où les voix s’élèvent de plus en plus contre certaines méthodes d’accession au pouvoir en Afrique et dans ses diasporas (push, succession, pratique de dissidences, révolutions, etc.), on peut voir un peuple totalement stoïque et même retourné contre les formes de pouvoir en place suspectées de fratricides et de collaboration avec le néocolonialisme. Le présent appel à contribution propose de questionner les pratiques politiques africaines, afin d’interroger les résurgences cultuelles atypiques qui se greffent à des imaginaires africains et afro-descendants d’origines mythiques et mystiques.

Aussi s’agira-t-il de découvrir dans la gestion du politique les marques d’une matrice même de socialité africaine. On peut se poser la question de savoir comment le religieux africain parvient à irriguer les postures politiques et à informer la gestion du pouvoir. Ou encore, qu’est-ce qui, dans les ritualités politiques africaines, constitue les vestiges, les sceaux originaux et les traces immémoriales de la spiritualité africaine ? Dans la même veine, comment expliquer au sein du champ politique africain la prolifération de frairies et agapes à caractère religieux dont l’originalité, la délicatesse et même la violence se désolidarisent d’avec les comportements jugés convenables et moraux ? Le politique, dans sa configuration actuelle, favorise-t-il l’expansion des religiosités africaines ?

La littérature se fait le relais de ces pratiques à travers quelques figures qui, dans leur trajectoire diégétique, sont devenues des archétypes du pouvoir postcolonial africain chez les auteurs classiques et contemporains. Il est alors possible d’établir entre le discours des nouveaux « hommes forts africains » et les propos d’un héros africain exceptionnel comme Soundjata Keita une analogie qui s’appuie non seulement sur la remise en question du pouvoir hégémonique de l’Occident et le retour à un « nationalisme culturel » (Ouattara, 2001) fondé sur l’imagination culturelle et religieuse, mais aussi sur la nostalgie des systèmes de gouvernance clanique en vigueur dans les sociétés séculaires (Eliade, 1971) africaines gage d’une lutte « organisée et consciente pour rétablir la souveraineté des nations » (Fanon, 1966).

Sans être exhaustifs, les axes de lecture suivants pourront servir d’appui aux propositions d’articles :

Axe 1 : Ritualités politiques et formes de savoirs endogènes

Les scénarisations politiques du fait religieux, en Afrique et dans ses diasporas, seront questionnées. Il faudra surtout prendre en considération les nouvelles formes de vie, de liens et de relations qui se tissent, les formes de religiosité, même anodines, les vénérations profanes parfois empreintes « d’humour noir » qui sont pourtant des lieux de ressassement et même d’expression des cultures et religions profondes de l’Afrique.

Axe 2 : Discours religieux et figures politiques africaines

Il sera décrypté l’essence et le sens du discours politique en Afrique et dans les diasporas afin de mesurer la place qu’il accorde aux patrimoines et valeurs culturelles et religieuses intrinsèques de l’Afrique. Ainsi l’on pourra se demander si les messages adressés aux masses par les détenteurs de pouvoir politique ou religieux reflètent encore ces hagiographies africaines qui nourrissent un imaginaire de la résistance et de la renaissance.

Axe 3 : Prophétismes politiques et propagande religieuse

On examinera les représentations de nouvelles formes de disséminations des offres politiques et religieuses telles qu’elles s’observent dans les sociétés des textes africains et afro[1]descendants. On pourra s’intéresser aux figures prophétiques et messianiques, ainsi qu’aux nouvelles déclinaisons de l’endoctrinement politique et de la persuasion religieuse en Afrique et dans ses diasporas.

Axe 4 : Les réinventions imaginaires dans le champ politique

L’imaginaire africain lui-même ne peut être taxé d’essentialiste, et donc pur, au vu du poids de son histoire. L’on pourra mesurer les parts de contaminations qui se produisent lors des rencontres, dans les relations, au cours des circulations, et induites par le décentrement géographique des imaginaires dans d’autres univers continentaux, mais surtout l’influence des contacts et d’autres formes d’idéologies politiques et religieuses.

Indications bibliographiques

Charaudeau, Patrick, Le Discours politique. Les masques du pouvoir, Paris, Vuibert, 2005.

Cheikh, Anta Diop, Antériorité de la civilisation Nègre. Mythe ou vérité historique ?, Paris, Présence africaine, 1967.

Eliade, Mircea, Nostalgie des origines : Méthodologie et histoire des religions, Paris, Gallimard, 1971.

Essoh Ngome, Hilaire, L’Ethnoculturalité (Ethnoparentalité ou Ethnofraternité), Paris, Menaibuc, 2018.

Fanon, Frantz, Les Damnés de la terre, Paris, Maspero, 1961.

Fumaroli, Marc, L’État culturel. Essai sur une religion moderne, Paris, édition de Fallois, 1991.

Mbembe, Achille, De la postcolonie. Essai sur l’imagination politique dans l’Afrique contemporaine, Paris, Karthala, 1999.

Mudimbé, Valentin-Yves, L’Invention de l’Afrique [1988], Paris, Présence africaine, 2021.

Ouattara, Vincent, Idéologie et tradition en Afrique noire. Pour une nouvelle pensée africaine, Paris, L’Harmattan, 2001.

Pourtier, Roland et al., Afriques noires. Héritages et mutations, Paris, Hachette, 2010.


Modalités de soumission des propositions

Les propositions des résumés d’articles en français ou en anglais d’une longueur maximale de 300 à 500 mots et une courte notice biobibliographique de l’auteur sont à envoyer aux adresses suivantes : politiqueetreligieux@yahoo.com



Réception des résumés : 30 mai 2022

Réponse du comité scientifique : 02 juin 2022

Réception des articles rédigés : 02 août 2022

Publication de l’ouvrage : 30 novembre 2022

Comité scientifique

Abada Medjo Jean Claude (Université de Yaoundé 1)

Abouga Yvette Marie-Edmée (Université de Yaoundé 1)

Ambassa Fils Bernard (Université de Maroua)

Dili Palaï Clément (Université de Maroua)

Evouna Jacques (Université de Maroua)

Eyenga Onana Pierre-Suzanne (Université de Yaoundé 1)

Fopa Kuete Roger (Université de Maroua)

Jiatsa Jokeng Albert (Université de Maroua)

Mbassi Ateba Raymond (Université de Maroua)

Messina Gérard Marie (Université de Yaoundé 1)

Paré Daouda (Université de Ngaoundéré)

Wounfa Jean-Marie (Université de Ngaoundéré)

Njiomouo Langa Carole (Université de Maroua)

Comité de lecture

Guédalla Oumar (Université de Maroua)

Mambi Magnack Jules Michelet (Université de Maroua)

Njimeni Njiotang Clébert (Université de Maroua)

Ngapout Kpoumié Mouhamadou (Université de Dschang)

Ngwe Raphaël (Université de Maroua)

Temga Djawa Max-Lévis (Université de Maroua)

Tsoungui Essengue Jean-Jacques (Université de Maroua)

Wassou Jacques (Université de Maroua)

Tchoumpaing Wilfrid (Université de Maroua)

Yaya Mountapbémé Pemi Njoya (Université de Maroua)


Pr Abada Medjo Jean Claude (Université de Yaoundé 1)

Dr Adakoui Baba Amine (Université de Maroua)

Dr Akoa Amougui Pierre Roméo (Université de Maroua)

1.3.            “Un/Making Graphic History: BD and Narratives of Resistance in French”, Call for Papers.

In recent years, bande dessinées and graphic novels, as both fiction and/or documentary, have become a popular medium to shed light on unknown or forgotten parts of history or to raise awareness on current socio-political realities and challenges. BDs and graphic novels in French have tackled various topics such as the environmental and socio-economic impact of urban growth (Rural!, 2001), the chlordecone pollution in the French Antilles from 1972 to 1993 (Tropiques toxiques, 2020), the infestation of sargassum seaweed on the shores of Caribbean islands (Mission Pas Possible-Opération Sargasses, 2020), the deportation of children from Réunion to rural hexagonal France (mainly Creuse) from 1964 to 1984 (Piments zoizos: les enfants oubliés de La Réunion, 2020), or the formation of the Vietnamese diaspora in French territories in the context of the Vietnam War (series Mémoires de Viet-Kieu, 2010 – 2020). 

We invite chapter proposals in English for a forthcoming edited volume with New Directions in Francophone Studies: Diversity, Decolonization, Queerness (an EUP series). This collection will examine the political, aesthetic, and ethical gestures embedded in bande dessinées and graphic novels in order to bear witness to, inform, or question our past and contemporary realities. Through the combination of image and text, the medium encourages us to reconsider the possibilities and limits of documentary and/or fictional, personal, and collective accounts, examining the historical, political, aesthetic, and pedagogical relevance of the medium. This volume will explore some of the following questions: how do BDs and graphic novels examine environmental, gender, racial, religious, political, and social questions? How do the media, through the combination of text and image, engage with notions of voice, power, bias, and perspective? How are the media relevant to the exploration of individual and collective identity de/construction? How are BDs and graphic novels a valuable pedagogical tool to discuss diversity, decolonization, inclusion, and social justice issues? 

Chapters may investigate the intersection between graphic novels/bande dessinées, aesthetics, and history. Topics may include, but are not limited to: 

  • bande dessinée as pedagogical tool 
  • border, migration, exile
  • colonialism and imperialism
  • diversity and representation
  • ecology 
  • gender and queer identity
  • graphic novels/bande dessinées as a form of activism 
  • multilingualism and translation 
  • place of graphic novels/bande dessinées in historical narratives
  • race
  • religion
  • universalism

Abstracts (300 words) and bios (100 words) for proposed chapters should be submitted by June 1, 2022 to the editors of the collection, Jennifer Boum Make (jb2899@georgetown.edu) and Charly Verstraet (cverstr@uab.edu). By June 7, potential contributors will be contacted regarding the status of their abstract. Ultimately, articles should be between 4000 and 5000 words including footnotes and references. Complete chapters will be due December 15, 2022. 

Publication Schedule:

June 1, 2022: Submission for Abstracts

June 7, 2022: Notification of Acceptance

Summer 2022: Book proposal submitted to NDFS/EUP for review and contract

December 15, 2022: Chapter Submission (5,000 words max)

Early 2023: Peer-review process and revisions

Early 2024: Publication

1.4.            Appel à communications, « ÉTUDES CULTURELLES AFRICAINES : POUR DES PERSPECTIVES ENDOGÈNES », Colloque international 24, 25, 26 novembre 2022. Université Joseph KI-ZERBO, Ouagadougou, Burkina Faso.

Ce qu’on pourrait reconnaître aux études d’obédience historico-culturaliste, c’est d’avoir réussi à poser la culture comme une des modalités déterminantes de la présence au monde des sujets de l’histoire (luttes de pouvoir, lieux de savoir, jeux de domination, imaginaires de la relation, économies symboliques, etc.).

En effet, si l’on devrait revisiter l’axe paradigmatique qui légitime la variable culturelle comme enjeu de l’économie-monde, on indexerait tour à tour l’argument du bloc historique, l’autre nom de la géopolitique internationale du philosophe marxiste Antonio Gramsci, le dévoilement du pouvoir insoupçonné du savoir inculturé, selon la tendance post-structuraliste de Michel Foucault, puis l’ascendance « subalterniste » des penseurs postcoloniaux d’ancrage tiers-mondiste ou indienne qui restituent la totalité du champ social à partir d’une prise en compte épistémique des objets/sujets culturels minorés.

Dans un cas comme dans l’autre, réside la perception de la culture en tant que lieu de coprésence d’altérités en relation, que ce soit sur les modes de la confrontation, de la convivialité ou du commerce interculturel.

C’est pourquoi, face à la circulation des mondes contemporains et à la problématique des frontières et des vagues migratoires de grande ampleur telles qu’elles affectent la configuration des cultures savantes et leur double épistémique, des structures de recherche de plusieurs universités se sont mises en synergie pour capitaliser leurs préoccupations. C’est ainsi qu’a été mis en place l’axe « Abidjan-Ouagadougou-Cotonou-Montréal », à travers le Laboratoire des Littératures et Écritures des Civilisations (LLITEC), le Laboratoire Littératures, Arts, Espaces et Sociétés (LLAES), le Laboratoire d’Etudes Africaines et de Recherche sur le Fa (LAREFA) et le Laboratoire des Afriques Innovantes (LAfI).

Elles se proposent depuis plus de deux années maintenant :

– d’observer les conditions de possibilité d’études culturelles africaines efficientes et efficaces selon des contextes institutionnels et épistémologiques bien déterminés (cf. Étudier la culture : enjeux-approches-horizons critiques, Ouagadougou, 12-14 juin 2019) ;

– de répertorier les sujets, les objets, les pratiques et les représentations susceptibles d’être définis selon les termes d’un corpus légitimement identifié et circonscrit des études culturelles africaines actuelles (cf. l’ouvrage collectif Étudier la culture africaine, éd. Science et bien commun, 2019).

Après le colloque de 2019, ces institutions de formation doctorale et de recherche sur les cultures africaines, en synergie d’action et de pensée, se proposent de poursuivre la réflexion engagée en 2019 pour s’interroger sur les modalités d’un apport des cultures « minorées ». Elles veulent donner l’occasion d’interpeler les chercheurs africains et africanistes sur la place à accorder à ces cultures, tout en les intégrant dans les vastes ensembles des cultures africaines avec des fondements régionales (Mandé, Haussa, Yoruba, etc.) dans un contexte postcolonial.

On pourrait s’interroger sur le concept de l’endogénéité pour en cerner tous les contours épistémologiques, idéologiques et institutionnels. L’endogène ne concerne-t-il que les cultures africaines ? S’agit-il d’une caractéristique fondamentale des cultures africaines ? Les cultures africaines ne peuvent-elles pas être caractérisées autrement et de manière universelle ? Comment faire la connexion entre les cultures africaines et les autres cultures pour éviter de les confiner dans une spécificité aliénante, sclérosante, à la limite infantilisante ? L’endogénéité ne devrait-elle pas signifier ouverture à l’autre, universalité ? Ne devrait-elle pas être une des expressions de la diversité culturelle, une forme de reconnaissance de l’altérité ?

La préoccupation principale ici est de mener des réflexions sur la spécificité des cultures africaines dans le concert des cultures mondiales tout en ne les enfermant pas dans une tour d’ivoire et en faire des reliques de temps immémoriaux. Il s’agit d’analyser les connexions qui pourraient être faites entre l’endogénéité et les différents mouvements de la conscience noire à travers le monde (black studies, women studies, égyptologie, afrocentricité, etc.). En un mot, comment l’endogénéité doit-elle participer à la culture universelle ? Ce colloque donnera l’occasion de réfléchir sur la question de l’endogène/endogénéité pour en apporter une clarification sémantique.

Pour mener les réflexions, nous proposons quatre axes (qui ne sont pas exclusifs) autour desquels les participants pourront inscrire leurs propositions de communications :

AXE 1 : Institutions et cultures locales : normes, légitimité

– Quelles pratiques endogènes sont-elles susceptibles de constituer une part déterminante du corpus des études culturelles africaines ?

– Quels sont les acteurs ou personnages d’histoires locales, et dont les récits de vie pourraient meubler les savoirs constitutifs de nos études culturelles ?

– Quelles institutions dominées ou oubliées dans l’économie sociale nécessiteraient une montée en légitimité en tant que sources archéologiques de connaissances cumulatives actuelles ?

– Quels objets culturels devraient contribuer à expliquer ou instituer des croyances, pratiques ou institutions socio-symboliques résolument endogènes ?

AXE 2 : Sociologie des connaissances endogènes

– Quelles sont les conditions sociales de production de discours et textes locaux ?

– À quelles conditions un savoir endogène pourrait-il participer à l’identification/identité d’une communauté ?

– Comment une société dominée parvient-elle à produire des savoirs propres dans l’arène des globalization studies ?

– Comment réévaluer les frontières instituées entre « grands récits » et « petits récits » ?

Comment prendre en compte les savoirs endogènes des communautés africaines dans leurs relations aux autres (en situation coloniale, postcoloniale, décoloniale) ?

AXE 3 : Stylistique des cultures endogènes : esthétique, interprétation

– Quels indices (littéraire, artistique, figuratif, iconique, cinématographique, etc.) sont-ils constitutifs des curricula des études culturelles africaines actuelles ?

– Selon quelles grilles de lecture peut-on tracer ou transcender la frontière entre l’endogène et l’exogène ?

– Quels éléments de langage (stylistique, narratologique, thématique, poétique) peuvent à la définition d’une esthétique endogène ?

– Quels genres de la littérature ou de la fiction (romans, théâtre, poésie, mythes, cinéma, science-fiction, etc.) sont-ils à même de souligner efficacement les traces objectivement endogènes de certaines cultures africaines ?

AXE 4 : Méthodologie et champs disciplinaires

– Quelle(s) méthodologie(s) adopter pour aborder les études culturelles africaines ?

– Quel(s) instruments d’analyse convoquer pour étudier les pratiques, les objets et les productions culturels africains ?

– Quels sont les champs disciplinaires couverts par les études culturelles africaines ?

Les propositions de communications en 300 mots sont à envoyer l’adresse suivante : colloque.eca2022@gmail.com

Les frais de transport et d’hébergement seront à la charge des participants.

Les frais de participation (comprenant les pauses-café et pauses-déjeuner) sont fixés à 30 000 francs CFA pour les doctorants et 50 000 francs CFA pour les enseignants- chercheurs et chercheurs.

Les langues de travail sont le français et l’anglais.


17 janvier 2022 : Diffusion de l’appel à communications

15 avril 2022 : Rediffusion de l’appel

10 juillet 2022 : Date limite de réception des propositions de communication

15 août 2022 : Réponse aux participants

10 octobre 2022 : Programme préliminaire du colloque

25 octobre 2022 : Réception des textes des communications retenues

27 février 2023 : Retour des articles corrigés

Mars 2023 : Publication des actes du colloque

Les informations relatives à l’organisation pratiques du colloque seront envoyées à ceux dont les propositions auront été retenues. Les organisateurs pourront communiquer des adresses de structures afin de faciliter l’hébergement qui reste à leur charge.

Porteurs du projet :

Pr BAZIE Isaac, Laboratoire des Afriques Innovantes (LAfI), Université du Québec à Montréal, Montréal, Canada ;

Pr Mahougnon KAKPO, Laboratoire d’Etudes Africaines et de Recherche sur le Fa (LAREFA), Université d’Abomey-Calavi, Bénin ;

Pr N’GORAN David, Laboratoire des Littératures et Écritures des Civilisations (LLITEC), Université Félix Houphouët-Boigny de Cocody, Abidjan, Côte d’Ivoire ;

Dr GANOU Souleymane, Laboratoire Littératures, Arts, Espaces et Sociétés (LLAES), Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso ;

Dr SANOU Fatou Ghislaine, Laboratoire Littératures, Arts, Espaces et Sociétés (LLAES), Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso.


ADOM Marie-Clémence, PT, Université Félix Houphouët-Boigny de Cocody, Abidjan, Côte d’Ivoire

AMANGOUA Atcha Philip, PT, Université Félix Houphouët-Boigny de Cocody, Abidjan, Côte d’Ivoire

COULIBALY Adama, PT, Université Félix Houphouët-Boigny de Cocody, Abidjan, Côte d’Ivoire

DAKOUO Yves, PT, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

DAOUDA ISSA Abdoul Aziz, PT, Université Abdou Moumouni, Niamey, Niger

GARNIER Xavier, Professeur des Universités, Université Paris III Sorbonne nouvelle, France

GBENOUGA Dossou Martin, PT, Université de Lomé, Togo

GRASSIN Jean-Marie, Professeur Émérite, Université de Limoges, France

KAKPO Mahougnon, PT, Université Abomey-Calavi, Bénin

KAOUM Boulama, PT, Université Abdou Moumouni, Niamey, Niger

KONANDRI Virginie, PT, Université Félix Houphouët Boigny de Cocody, Abidjan : Côte d’Ivoire

MANDE Hamadou, MC, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

OUÉDRAOGO Albert, PT, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

PARÉ Joseph, PT, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

SANOU Salaka, PT, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

SARE-MARE Honorine, MC, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

TIAHO Lamoussa, MC, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

TANDINA Ousmane, PT, Université Abdou Moumouni, Niamey, Niger

TCHASSIM Koutchoukalo Marcelle, PT, Université de Lomé, Togo

TONDA Joseph, PT, Université Oumar Bongo, Libreville, Gabon

TRO Déo Roger, PT, Université Alassane Ouattara, Bouaké, Côte d’Ivoire

ZIGUI Koléa, PT, Université Alassane Ouattara, Bouaké, Côte d’Ivoire

KABORE-KONKOBO Madeleine, DR, Institut des Sciences des Sociétés – CNRST, Ouagadougou, Burkina Faso

KOURAOGO Patrice, Maitre de recherche, Institut des Sciences des Sociétés, CNRST, Ouagadougou, Burkina Faso

OUORO Justin, PT, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

PALM-SANOU Valentine, MC, Université Joseph Ki-Zerbo, Ouagadougou, Burkina Faso

SISSAO Alain Joseph, DR, Institut des Sciences des Sociétés – CNRST, Ouagadougou, Burkina Faso

DEVESA Jean Michel, PT, Université de Limoges, France

OUATTARA Vincent, PT, Université Norbert Zongo, Koudougou, Burkina Faso


BASSANÉ Ernest, Maitre de conférences, (LLAES), Université Norbert Zongo (Burkina Faso)

BAZIÉ Isaac, Département d’études littéraires, Université du Québec à Montréal, Canada

FAHO Tétuan, Assistant, Université de Dédougou, Burkina Faso

GANOU Souleymane, Maitre de Conférences, (LLAES), Université Joseph KI-ZERBO (Burkina Faso)

KABORE-KONKOBO Madeleine, DR, Institut des Sciences des Sociétés – CNRST, Ouagadougou, Burkina Faso

MANDÉ Hamadou, Maitre de conférences, (LLAES), Université Joseph KI-ZERBO (Burkina Faso)

N’GORAN David, PT, Université Félix Houphouët-Boigny de Cocody, Abidjan, Côte d’Ivoire

OUALLY Germain, Maitre-assistant, (LLAES), Université Norbert Zongo, (Burkina Faso)

SANOU Fatou Ghislaine, Maitre-assistante, (LLAES), Université Joseph KI-ZERBO (Burkina Faso)

SANOU Salaka, Professeur titulaire, (LLAES), Université Joseph KI-ZERBO (Burkina Faso)

TIAHO Lamoussa, Maitre de conférences, (LLAES), Université Joseph KI-ZERBO (Burkina Faso)

Dr BELEMYEGRÉ Nelly, Assistante, Université Joseph KI-ZERBO (Burkina Faso)

Dr LOUARI Dieudonné, Maitre-assistant, Université Nazi Boni (Burkina Faso)

Dr NIKIÉMA Kader, Université Joseph KI-ZERBO (Burkina Faso)

Dr NOMBRÉ Fatimata, Assistante, Université Joseph KI-ZERBO (Burkina Faso)

Dr OUEDRAOGO Ousséni, Université Joseph KI-ZERBO (Burkina Faso)

Dr KABORE Rasmata, Université Joseph KI-ZERBO (Burkina Faso)

Dr GARANE-KY Chantale, Assistante, Université de Fada N’Gourma (Burkina Faso)

THIOMBIANO Elisabeth, Université Joseph KI-ZERBO (Burkina Faso)

KOHOUN Lanssa Moïse, Université Joseph KI-ZERBO (Burkina Faso)

KONATE Djébel, Université Joseph KI-ZERBO (Burkina Faso)

SOURA Yaya, Université Joseph KI-ZERBO (Burkina Faso)

1.5.            Appel à contributions, « Postérité d’Albert Camus », Numéro 26 de la Série Albert Camus, Revue des lettres modernes Minard.

Le numéro 26 de la Série Albert Camus publiée par la Revue des lettres modernes Minard s’intitulera « Postérité d’Albert Camus » ; il sera dirigé par Sophie Bastien et Marie-Thérèse Blondeau – Philippe Vanney restant directeur de la Série. Il envisage d’examiner la postérité de l’écrivain particulièrement au XXIsiècle, autour des thèmes suivants :

  1. Postérité de ses œuvres de fiction : adaptations théâtrales, cinématographiques, transpositions en B.D., en manga, romans illustrés et œuvres revisitées.
  1. Postérité éthique/politique : Sa pensée comme source d’inspiration. La fortune de son œuvre civique et de son éthique journalistique. Influence récente de La Pesteen relation avec la pandémie de Covid.
  1. Évolution de son image à travers ses œuvres posthumes, surtout celles parues dans les dernières décennies (théâtre posthume,La Postérité du soleilLe Premier Homme, correspondances, nombreux articles et textes courts…). Biographies et films documentaires sur Camus.
  2. Transmission de son œuvre : dans les programmes scolaires, le monde éditorial. Réception critique et études savantes : quelle évolution ? Réception de son œuvre à l’international – dont en Algérie. Traductions et transferts culturels.

Les propositions de contribution avec abstract (au moins 20 lignes) sont à envoyer à

marie-thereseblondeau@orange.fr au plus tard le 30 juin 2022. Elles seront ensuite évaluées par un comité de lecture. Une réponse sera envoyée aux auteurs en juillet. Les contributeurs devront remettre leur manuscrit (maximum 30 000 signes, notes et espaces comprises) au plus tard le 31 mars 2023.

1.6.            Appel à contributions: Le plurilinguisme dans les littératures romanes, Revista Estudios Románicos. Universidad de Murcia, España.

  1. Deleuze a écrit qu’« un grand écrivain est toujours comme un étranger dans la langue où il s’exprime, même si c’est sa langue natale. A la limite, il prend ses forces dans une minorité muette inconnue, qui n’appartient qu’à lui. C’est un étranger dans sa propre langue, il taille dans sa langue une langue étrangère et qui ne préexiste pas » (1993). Néanmoins cette langue devient d’autant plus étrangère, lorsque l’écrivain se voit forcé à l’emploi du plurilinguisme, pour des raisons politiques (exil, expatriation, etc.), ou à l’adoption d’une langue autre que sa langue maternelle ou sa langue natale.  

Phénomène discursif, sociologique et politique, le plurilinguisme a suscité de nombreux débats, colloques et publications. Lise Gauvin a déjà mis en avant que l’écrivain plurilingue est condamné à penser la langue et sa relation aux langues, sa conscience métalinguistique constituant un lieu privilégié de réflexion (2004).  Le plurilinguisme cristallise, de manière remarquable, les pulsions des écrivains, dont l’“hétérotopie” (Foucault, 1967) et la “paratopie” (D. Maingueneau, 2004) ne seraient engendrées que dans la création littéraire même. Il convient de rappeler que le monolinguisme aurait été, paradoxalement, l’exception au sein des littératures romanes, le plurilinguisme étant le phénomène le plus courant.

La mondialisation et les phénomènes actuels d’hybridation des langues sont en train de menacer la survie de certaines langues minoritaires, et, par corollaire, de saper leur production littéraire; le plurilinguisme ne cesse pourtant de tresser des liens entre les diverses littératures du monde favorisant même leur emploi.

Les derniers événements, reliés à l’accélération des migrations, de la guerre et de la pandémie (COVID19), invitent à réfléchir sur le phénomène actuel du plurilinguisme dans les littératures romanes du XX et XXIe siècles. Il est intéressant de se pencher sur la manière dont l’écrivain.e exprime sa condition plurilingue dans le texte aujourd’hui : quelles sont les stratégies discursives dont il sert-il à l’heure actuelle dans son travail de création? Comment son inconscient se cristallise-t-il dans son écriture? Ce phénomène discursif est-il la cristallisation métaphorique de son état paratopique ou mental? Ou en revanche cherche-t-il à “dédramatiser les conflits linguistiques” (R. Grutman, 2005) par le biais de ce phénomène? Comment l’écrivain se propose-t-il de résoudre cet espace de tension littéraire et politique provoquées par le plurilinguisme?

Dans le cadre de cet appel, nous voudrions privilégier les axes suivants, mais cette liste est loin d’être exhaustive :

– Plurilinguisme dans la littérature de l’immigration.

-Politiques du multilinguisme.

-Métalangage et plurilinguisme.

-Nouvelles stratégies humanistes dans le plurilinguisme littéraire.

– La conscience métalinguistique dans le plurilinguisme. 

-Diglossie littéraire et migration.

– Plurilinguisme et politiques linguistiques.

-Le plurilinguisme et la survie des langues.

-Traumatisme et multilinguisme.

-Genre et plurilinguisme.

-Identité, plurilinguisme et littérature.

– Plurilinguisme et littératures francophones, hispanophones,  lusophones, etc.

Les articles en français, espagnol, italien ou autre langue romane sont à adresser à la revue au plus tard le 30 septembre 2022. La publication du dossier est prévue en 2023.

Dossier coordonné par Maribel Peñalver Vicea (UA, España) et Cheryl Toman (U.Alabama, EEUU)

Indexation: https://revistas.um.es/estudiosromanicos/about  



The Society for Caribbean Studies Postgraduate Caribbean Network invites submissions of abstracts of no more than 250 words for research papers or posters on the Hispanic, Francophone, Dutch and Anglophone Caribbean and their diasporas, for its annual postgraduate conference. We welcome abstracts from postgraduates at various stages of their research, whose research concerns any aspect of Caribbean Studies. We also welcome proposals for complete panels, which should consist of a minimum of 3 and a maximum of 4 presenters.

Presenters selected for the conference will be invited to register for the day, free of charge, and to give a 15-minute presentation or to present a pdf poster for online presentation. Abstracts should be submitted along with a bio of not more than 150 words, with the heading “SCS Postgraduate Conference”. Proposals received after the deadline will not be considered.

We are open to receiving abstracts and bios presented in languages other than English (e.g. French or Spanish) but please note that English translations should also be submitted, and it will be the responsibility of the presenter to ensure that English translations of posters and presentations are provided before the conference if they want to make them available.

As the workshop will be hosted online, we will be arranging up to 5 £10 data bursaries for attendees who would otherwise be unable to access the event due to insufficient data.  If you would like to apply for a data bursary, please submit (along with your abstract and bio) a 150-word justification for why you should receive it.

The 7th Annual Postgraduate Conference of the Society for Caribbean Studies is free to attend.  It builds on the tradition of previous years’ postgraduate conferences. As Caribbean Studies postgraduates are often dispersed across departments and universities, this event hopes to offer delegates an opportunity to meet with others who share their interests and to discuss their work, fostering ties that will endure throughout their studies. The feedback from previous attendees of the conference is that it provided them the opportunity to present their work in a collaborative and supportive environment.  We intend this to be an opportunity for delegates to share and receive feedback on their work in a friendly and informal setting.

We encourage all who register for the postgraduate conference to also attend the main Society for Caribbean Studies conference, which runs from Wednesday 6th July to Saturday 10th July 2021. Please note that the postgraduate registration fee for the main conference is £20.00 + a membership fee of £15 (=£35 in total; full price is £40+£15 membership fee).  A preliminary programme for the main conference, as well as details of how to register for it, are available on the Society for Caribbean Studies website<http://community-languages.org.uk/scs/>.

Please send abstracts of up to 250 words (in English or with an English translation) to: Dr Patricia Noxolo (p.e.p.noxolo@bham.ac.uk<mailto:p.e.p.noxolo@bham.ac.uk>), for consideration by Miriam Gordon and Willy Pedroso, SCS Postgraduate Representatives, in discussion with Dr Noxolo.

Please feel free to circulate this call in your networks.

1.8.            Women in French Australia, CFPs 2022 Seminar Series, Bodies, Borders, and Boundaries, September2022 ― February 2023.


Co-organisers: Dr Dominique Carlini Versini (Durham University) Dr Caroline D. Laurent (The American University of Paris)

With the question of borders constantly in the news, most recently in relation to Ukraine, and the threat that borders pose to some bodies more than others, bodies and borders are an urgent site of investigation. This seminar series would like to explore the various images of bodies, borders, and boundaries in contemporary texts, art works, and films by francophone artists who identify as women. It will interrogate textual and visual representations of gendered bodies at borders, or indeed, becoming borders (Guénif-Souilamas 2010). The goal of this series is to ask and reflect on some of the following questions: In what ways do literary and visual representations challenge the mainstream narrative around borders and bodies? What types of borders and boundaries are present in contemporary fiction by women written in French? How do national borders frame and reshape the body? Is there a particularity in French and francophone women’s writing of the gendered body and/at borders? 

The gendered body that this series is particularly interested in often inhabits a frontier, concretely and/or symbolically. As a result, concerns linked to identity stem from an analysis of borders and boundaries. For instance, Léonora Miano perceives the in-betweenness of the double identity of migrant women as powerful and potentially subversive (2012). For others, like Élodie Malanda (2014), living on the border (habiter la frontière) actually underscores a malaise resulting from cultural hybridity. Whether positive or negative, borderscapes (Brambilla 2015) are to be theorized as connective spaces that put one’s body in relation to the Other and thus question notions of interiority and exteriority. Considering the complexity of the position(s) of the gendered body, the liminality associated with borders and boundaries engenders essential and important avenues of consideration and experimentation by artists. 

In this sense, the series encourages critical and creative proposals investigating the ways in which the body itself can be considered a boundary traversed, shaped, and (un-)done by its interaction with the world and the Other. Skin has often been conceptualised as the body’s border, “but as a border that feels” (Ahmed & Stacey 2001, loc. 311), forming both a protection of the interiority of the self and a point of contact with the world; always at risk of being trespassed, penetrated, or transgressed by the Other. Florence Bancaud and Susanne Böhmisch have gone further and coined the term “body-border” (corps-frontière) to think about the body itself as a living border. In that regard, it could be perceived as a menace to actual borders and would warrant expulsion and control. The seminar series would like to envisage the ways in which the body can be thought of and represented as/at a border, as well as reflect on literary and visual explorations of bodily boundaries. 

Topics may include, but are not limited to:

●      Migration and exile; crossing of borders

●      Colonial and postcolonial bodies; racialized bodies

●      Haptic, visual, and/or affective links between art works/texts/films and bodies

●      Bodily harm and violence; trauma and aftermath bodies

●      Hybridity; métissage

●      Discipline and control; incarceration of bodies

●      Eco/feminist engagement with bodies

●      Mobility or lack thereof; confinement 

●      Surface and orifices

●      Necropolitics

●      Biopolitics

●      Heterotopia

●      Excess and transgression

●      Care and protection; ethics of care

●      Diseased bodies

●      Deviant bodies

●      Abjection; the abject

●      Sexuality; sexual identities

●      Interiority and exteriority

●      Relationality; poetics of relation

Please send a short bio and abstracts (250 words) in French or English by June 15 2022 to the co-organisers (dominique.carlini-versini@durham.ac.ukclaurent@aup.edu), with WiF Australia in cc (wifaustralia@gmail.com). 

Ahmed, Sara and Jackie Stacey (eds), “Introduction: Dermographies”, Thinking Through the Skin, London, Routledge [Kindle], 2001.
Barrière, Hélène and Susanne Böhmisch, Corps-frontière. Perspectives littéraires, artistiques et anthropologiques. Cahiers d’études germaniques 78, 2020.
Brambilla, Chiara, “Exploring the Critical Potential of the Borderscapes Concept”, Geopolitics 20(1), 2015.
Guénif-Souilamas, Nacira, “Le Corps-frontière, traces et trajets postcoloniaux”, in Achille Mbembe et al. (eds.), Ruptures postcoloniales. Les nouveaux visages de la société française, Paris, La Découverte, 2010.
Malanda, Élodie, “Habiter la frontière” ou errer dans un no-man’s land? Les crises d’identités afropéennes dans les romans pour adolescents en France”, Africultures 99-100, 2014.
Miano, Léonora, Habiter la frontière, Paris, L’Arche, 2012.

1.9.            Call for articles, in an edited volume Gender in French Banlieue Cinema: Intersectional perspectives 

Project timeline 

At this stage, the editors are in consultation with Lexington Press which has expressed a strong interest in the volume. The proposal will be submitted to the Editorial Board for review following the selection of essays. 

Deadline for submission of abstracts: May 15, 2022. 

Paper proposals should include title, 250-300 word summary and a brief bio bibliographical note indicating the author’s name, email, institutional affiliation.  

Contributors will be notified of inclusion in the proposal by June 15, 2022. Final inclusion in the volume will be subject to peer review. 

Completed essays, written in English and following MLA style, of approximately 6000 to 7000 words including bibliography and notes, will be due by November 15th, 2022.  

Please submit your proposals to:

Marzia Caporale, marzia.caporale@scranton.edu or Claire Mouflard cmouflar@hamilton.edu

Gender in French Banlieue Cinema: Intersectional perspectives ​

Cinematic representation of urban peripheries as loci of conflictual racial, ethnic, social, and gender interrelations began in France decades before Matthieu Kassovitz’s seminal film La haine (1995) which quickly became the benchmark of a genre that would be known as “banlieue cinema” (Chilling, Higby et al.). In addition to depicting a day in the life of three ethnically diverse friends who engage in constant altercations with the police and other local gangs,  Kassovitz’s film identifies the banlieue as a gendered space marked by hypermasculinity, heteronormative behaviors, and female submission, with women relegated to secondary and marginal roles. In later films, however, (La squale, Divines, Bande de fillesMignonnes, just to name a few) some directors have reconfigured and reframed gender characterization of the banlieue space and created impactful female characters who have claimed their role as performing rather than performed subjects within the banlieue.  

Emancipation from the role of subordinate in a strictly hierarchical and strongly patriarchal social order entails the need to break free from the condition of submission and immobility that society imposes on the individuals who occupy marginal spaces due to gender and sexual identity, race, ethnicity, religion, social class, and economic status. Our volume seeks contributions that investigate whether current examples of banlieue cinema, from La haine to today, provide new and viable examples of resistance to dominant modes of power in which masculinity controls the master narrative governing the banlieue’s ontology. Some interpretive axes and areas of critical investigation include but are not limited to:    

– toxic masculinity, hypermasculinity 

– female identity at the intersection of gender, race, economic/social status, 

– queer spaces, fluid sexualities, trans identities 

– motherhood; mother-daughter relationships  

– women, domesticity, and alternative spaces 

– racial and sexual subordination, 

– patriarchal dominance and forms of resistance 

– performativity of gender   

– female sexuality 

– sisterhood as resistance 

– heroines, girl power 

– women appropriating masculinity 

– transnational banlieue cinema and gender politics  

Essential bibliography 

Butler, Judith. “Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory.” The Feminist Philosophy Reader. Edited by Alison Bailey and Chris J. Cuomo. McGraw-Hill, 2008. 

Austin, James. “Destroying the Banlieue: Reconfigurations of Suburban Space in French Film.” Yale French Studies: New Spaces for French and Francophone Cinema. Edited by James Austin. Yale UP, 2009. 

Chilling, Derek and Philippe Met. Screening the Paris Suburbs: From the Silent Era to the 1990s, Manchester UP, 2018 

Higbee, Will. “Re-Presenting the Urban Periphery: Maghrebi-French Filmmaking and the Banlieue Film.” Cineaste: America’s Leading Magazine on the Art and Politics of the Cinema 33: (2007), pp 38-47.  

Powrie, Phil ed. The Trouble with Men: Masculinities in European and Hollywood Cinema. Wallflower Press, 2004. 

Tarr, Carrie. Reframing Difference: Beur and Banlieue Filmmaking in France. Manchester UP, 2005. 

Durmelat, Sylvie. Screening Integration: Recasting Maghrebi Immigration in Contemporary France. Nebraska UP, 2011. 

Ervine, Jonathan. Cinema and the Republic. Filming on the Margins in Contemporary France. U of Chicago Press, 2013.    

Reek, Laura. “Gender and Genre in Banlieue Film, and the Guerrilla Film Brooklyn.” Romance Studies, 36 (2018), pp. 76-90. 

Tchumkan, Herve. State Power, Stigmatization, and Youth Resistance Culture in the French Banlieues: Uncanny Citizenship. Lexington books, 2015. 

Touati, Leila. Les films de banlieue dans les années 2000: un nouveau regard de l’intérieur (ebook, 2018).   

1.10.        Pacific Ancient and Modern Language Association 2022: Geographies of the Fantastic and Quotidian, UCLA Luskin Conference Center, November 11-13, 2022.


This panel invites paper proposals on contemporary French and Francophone film history and culture that focus on the concept of national cinema in the age of mass globalization. Proposals may consider topics such as multinational film production, depictions of migration and immigration, postcolonialism, auteurism, race, gender, and sexuality, etc.


France has a rich cinematic history marked with innovative technologies and genres. From the very first film by the Lumière brothers, L’arrivée d’un train en gare de La Ciotat (1855) to the New Wave of the 60s, and, most recently, the New Extremity of the 2000s, French filmmakers have continually pushed the boundaries of cinema. No longer a cinema powerhouse yet marked by its specter, how does a contemporary French and Francophone cinema define itself and how do we as viewers engage with such a definition? François Truffaut challenged the “cinéma de papa” in his 1954 essay-manifesto, “Une certaine tendance du cinéma français.” Olivier Assayas presented yet another challenge to the nostalgia surrounding French cinema for the contemporary French filmmaker in his 1996 Irma Vep. These challenges signal a tension with a history and inheritance valuable to cinema as a whole and especially to France, but how is any national cinema to define itself with the many global interests involved in a single production? Whether it’s Maggie Cheung or Twilight (2008) sweethearts Robert Pattinson or Kirsten Stewart starring in the next French feature, the question remains: how does French cinema define itself in the time of mass media and globalization?

To submit an abstract, please visit: https://pamla.ballastacademic.com/Home/S/18621

Abstracts are due May 15, 2022. 

1.11.        Colloque « Mohamed Mbougar Sarr, le labyrinthe littéraire », Colloque international organisé par Sarah Burnautzki, Abdoulaye Imorou et Cornelia Ruhe, à l’université de Mannheim, du 15 au 16 mai 2023.

Le Prix Goncourt 2021 pour La plus secrète mémoire des hommes ne fait que confirmer ce que savent déjà les personnes qui suivent la carrière impressionnante de Mohamed Mbougar Sarr depuis ses débuts en 2014: c’est un auteur au talent exceptionnel, d’une grande érudition et qui ne recule pas devant les sujets à envergure politique.

Depuis ses débuts avec la nouvelle « La Cale », qui ose la descente dans une cale de bateau négrier et qui a obtenu le Prix Stéphane-Hessel, les textes de Mohamed Mbougar Sarr connaissent un succès qui ne se dément pas auprès du public et de la presse. Son premier roman, Terre ceinte, publié en 2015, inspiré d’un fait réel, la lapidation d’un jeune couple par des fondamentalistes religieux à Tombouctou, est tissé d’une histoire de violence, de résistance et de liberté. Le deuxième, Silence du chœur, sorti en 2017 évoque l’immigration africaine en Europe à travers le prisme d’un roman qui multiplie et entrelace les perspectives et les récits. Les deux romans ont remporté des prix littéraires de grand renom (le Prix Ahmadou-Kourouma, le Grand prix du roman métis et le prix du roman métis des lycéens pour Terre ceinte ; le Prix du roman métis des lecteurs, le Prix littéraire de la Porte Dorée et le Prix Littérature-monde pour Silence du chœur), tandis que son troisième roman De purs hommes, qui traite de l’homophobie au Sénégal, a suscité une vive polémique dans le pays d’origine de l’auteur où certains ont cru bon d’annoncer sur les réseaux sociaux qu’ils retireraient leurs félicitations au Goncourt en raison de son « apologie de l’homosexualité ».

Terre ceinte a déjà été traduit en anglais et italien, et les droits de traduction de La plus secrète mémoire des hommes ont été vendu (à un prix élevé) dans plusieurs pays quelques semaines avant la remise définitive du Goncourt.

Enfin, en 2021, le jury du prix Goncourt, chargé de récompenser le « meilleur ouvrage d’imagination en prose », a choisi La plus secrète mémoire des hommes, un roman inspiré par l’ascension littéraire extraordinaire de l’écrivain malien Yambo Ouologuem, surpassée seulement par sa chute littéraire désormais légendaire et qui offre une métaréflexion littéraire subtile, détaillée et lucide sur l’histoire de la littérature africaine ainsi que sur le milieu littéraire parisien.

Au-delà des romans, Mohamed Mbougar Sarr intervient également de façon remarquable dans des blogs, la presse écrite ou encore des ouvrages collectifs. On se souvient du blog Choses Revues qu’il a animé dès 2010 et dans lequel il a fait ses armes et du collectif Politisez-vous où il participait à la redéfinition de l’engagement politique. 

Malgré ces succès incontestables, l’œuvre de Mohamed Mbougar Sarr n’a, à ce jour, pas encore retenu toute l’attention de la critique universitaire à laquelle notamment le dernier roman fait pourtant de nombreux clins d’œil. Nourris d’un savoir académique auquel ils rendent hommage, les romans de Mbougar Sarr abordent les thèmes suivants :  

–      La résistance à et l’engagement contre des régimes totalitaires, des idéologies oppressantes 
–      La question de l’exil
–      La problématique du champ littéraire francophone 
–      Le rôle de l’auteur
–      Le rapport entre le réel et la fiction.

Au cours de ces journées, nous chercherons à comprendre les modalités narratives qui permettent à l’auteur de transformer le politique en littérature, mais aussi à situer son œuvre dans un contexte littéraire actuel qui semble s’ouvrir à l’histoire.

Les propositions d’environ 300 mots en français ou en anglais accompagnées d’une brève notice bio-bibliographique devront parvenir par courriel aux responsables du colloque avant le 31 mai 2022 (sarah.burnautzki@rose.uni-heidelberg.deaimorou@ug.edu.ghruhe@phil.uni-mannheim.de).

1.12.        CFP: Inaugural ASFS-WiF:Oz Research and Networking Event

The Australian Society of French Studies, in collaboration with Women in French: Australia, is delighted to announce its first mid-year Australian French Studies symposium. For this inaugural one-day event (split over two half days on account of time differences) we would like to invite colleagues in French Studies from around the world to present any aspect of their research – whether it is a work-in-progress, full paper or an overall taste of what they do – in order to encourage new collegial collaborations. 

Instead of requesting papers around a specific theme, we are particularly keen to hear from colleagues working on new projects, undertaking research Fellowships, testing out new ideas, or who wish to hear the thoughts of others as they shape their research. We are also interested in creating a ‘speed-dating’ style session where researchers can give a brief, 10-minute outline of what they do. We welcome colleagues at any stage in their career, from PhD and Early Career through to leading researchers and senior academics. We are also keen to hear from those working on new collaborative projects who wish to share their experiences through round table discussion. 

The event will take place online on 14th and 15th July 2022. Please send a 200-250 word abstract for papers (approx 15 minutes) as well as a short author bio to wifaustralia@gmail.com by 31st May 2022. If you would like to submit a full panel, please add to the above a brief 100 word introduction to your panel.

N.B.: Timezones

The first half day will be run from the UK and will take place on 14th July (this will be accessible to European time zones (afternoon of 14th July) and also EDT and CDT in North America (morning of 14th July)).

The second half day will be run from Australia and will take place on 15th July (this will be accessible to Australian and South Pacific time zones (morning of 15th July) and also all other North American time zones (afternoon of 14th July)).

1.13.        Appel à publication, « BRÉVIAIRE POUR COMBATTRE LA SORCELLERIE DU DÉSENCHANTEMENT DU MONDE: Narrations littéraires pour apprendre à être et à vivre ensemble ».

Universidade Estadual de Feira de Santana

Departamento de Letras e Artes

CELCFAAM- Centre d’Études en Littératures et Cultures franco-afro-américaines

NEC- Nucléo d’Études canadiennes


BRÉVIAIRE POUR COMBATTRE LA SORCELLERIE DU DÉSENCHANTEMENT DU MONDE: Narrations littéraires pour apprendre à être et à vivre ensemble.

Dans des niveaux de plus en plus intenses, une puissante et efficiente industrie culturelle essaie de convaincre des individus du monde entier de découvrir les vertus supposément incontestables de l’individualisme en tant que philosophie de vie, surtout après l’effondrement de l’ancienne U.R.S.S. En effet, la révélation de la suppression des libertés individuelles au nom d’un collectivisme forcé – sous le règne de la pauvreté matérielle – irait fournir l’ingrédient nécessaire pour faire germer la croyance dans l’individualisme devenu une sorte de nouvelle religion où pontifierait le nouveau dieu appelé Marché (FROMM : 1950 ; SUNG : 2018), ayant la Liberté comme contrepoint (TODOROV : 2012). Persuadés qu’eux-mêmes sont les seuls responsables par leur propre souffrance éthico-politique (SAWAIA : 1999), hommes et femmes se laissent aller, se résignent et abandonnent le pouvoir de prendre leur destin en mains, se soumettant à ce nouveau dieu déjà annoncé par Balzac dans Le Père Goriot (1835). Comment les professeur(e)s de Langue et Littérature en activité dans l’enseignement secondaire peuvent-ils contribuer à déconstruire ce récit de la pensée unique qui présuppose l’abdication de l’espoir en un monde plus juste et égalitaire ? (MCLAREN ; 1997). Que faire pour (re)créer des stratégies de libération et d’engagement de professeur(e)s en activité dans l’enseignement ? Que faire pour s’opposer à cet état de quasi-paralysie de la pensée, face à ce renoncement à l’espoir ? (CHOMSKY : 2003). Croyant que l’honnêteté intellectuelle peut exister dans la pensée apparemment naïve (BOUVERESSE : 2010), il nous semble qu’il incombe aux professeur(e)s de Langue et Littératures de (re)créer des stratégies de libération à partir de la refondation du propre projet d’éducation (FREIRE : 1992 ; ILLICH : 1971 ; MORIN : 2001). Ainsi, face au désenchantement du monde alimenté de longue durée par le grand média (LIPPMANN : 2008), il faudrait récupérer la foi dans les potentialités de l’humain offrant des conditions propices pour une éducation de réenchantement du monde (ADORNO : 2000 ;  ASSMANN : 2007 ; SUNG : 2006 ;  Comme principal outil, nous croyons que l’enseignement de la Littérature dans la tradition du réalisme (PILATI : 2012) et ici considérée comme un droit essentiel de l’individu (CÂNDIDO : 1995 ; JOUVE : 2014), peut nous permettre de mieux dévoiler l’humanité cachée sous l’apparence de la diversité. Ainsi, comme une sorte d’‘antidote’ contre cet ‘ensorcellement’ de la pensée unique qui engourdit et abrutit en quelque sorte l’humanité. La Littérature ne pourrait-elle pas continuer de nous orienter vers un monde de possibles où s’exprimeraient d’autres formes de vivre, d’aimer, de rêver et de travailler ? (ASTRUC : 2015 ; RANCIÈRES : RANCIÈRES:2004). Et dans le même temps, ne pourrait-elle pas nous amener vers la constitution d’un sujet autonome ? Ce dernier serait alors capable d’adhérer à une éthique essentielle, où l’esprit du géomètre, dans son mode d’être-production, n’exclut pas l’esprit de finesse (MONTAIGNE: 1988), en son “mode – d’être – affectivité” ( GUSDORF: 2003; BOFF : 1999 ; MEYOR : 2008 ; SOURIAU : 2010). En effet, si dans l’heureux espoir suggéré par BOURDIEU (1997: p.16), « ce que le monde social a fait, le monde social peut, armé (du) savoir, le défaire”, il devient alors indispensable de trouver parmi les diverses narrations celles qui se constituent en contre-discours, capables de vaincre le cynisme qui menace d’habiter esprits et cœurs (GAJANIGO : 2011). Et parodiant Roberto Mendes dans sa chanson Yayá Massemba, on pourrait dire (qu’il s’agit d’) “apprendre à lire pour enseigner à mes camarades”! (2005). Enfin, c’est parce que nous croyons que la lecture littéraire peut convier le lecteur, la lectrice à aller à la rencontre de l’Autre – qu’importe son nom, son origine, son ethnie, son genre, sa classe sociale ou la couleur de sa peau –  que nous vous invitons à proposer votre contribution à l’ ouvrage collectif “BRÉVIAIRE POUR COMBATTRE LA SORCELLERIE DU DÉSENCHANTEMENT DU MONDE: Narrations littéraires pour apprendre à être et à vivre ensemble”, lequel sera publié dans la collection Études afro-américaines  chez l’ Harmattan, France.

Les textes, entre 11 e 22 pages (voir protocole d’ écriture ci-joint) devront être adressés au nelcfaam@gmail.com   avant le 30 avril 2022.


  1. Vers une éducation au sensible
  2. Écocritique et Littérature
  3. Éducation, Littérature et Diversité Culturelle
  4. Littérature et Réalisme
  5. Pratiques de lecture et formation de subjectivités
  6. Enseignement de langue et citoyenneté
  7. Nouvelles pratiques didactiques et pédagogiques à l’ère du digital
  1. Pourquoi éduquer?
  2. Éducation et décolonisation
  3. Études du discours: les discours politiques et médiatiques sur l’éducation

   BREVIÁRIO PARA COMBATER O FEITIÇO DO DESENCANTO DO MUNDO: narrativas literárias para aprender a Ser e a Viver junto.

Em níveis cada vez mais intensos, uma potente e eficiente indústria cultural tenta convencer os indivíduos do mundo inteiro a descobrir as virtudes, supostamente incontestáveis, do individualismo enquanto filosofia de vida, sobretudo após o desmoronamento da antiga URSS. De fato, a revelação da supressão das liberdades individuais em nome de um coletivismo forçado – sob o reino da pobreza material – iria fornecer o adubo necessário para fazer germinar o individualismo, que se tornaria uma espécie de nova religião, onde pontifica este novo deus chamado Mercado (FROMM : 1950 ; SUNG : 2018), tendo a Liberdade como sua contra face (TODOROV: 2012). Persuadidos que são eles próprios os responsáveis por seu sofrimento ético-político (SAWAIA: 1999), homens e mulheres se deixam ir, resignam-se e abandonam o poder de tomar seu destino em mãos, logo se submetem a esta divindade chamada Dinheiro,  já anunciada por Balzac em O Pai Goriot (1835). Como os professores e professoras de Língua e Literatura em atividade podem contribuir para desconstruir esta narrativa do pensamento único que pressupõe a abdicação da esperança em um mundo mais justo e igualitário? (MCLAREN: 1997) Que fazer para (re)criar estratégias de libertação e de comprometimento de docentes no exercício de suas atividades? Como se contrapor a este estado de quase paralisia do pensamento, diante desta renúncia à esperança? (CHOMSKY: 2003). Acreditando que a honestidade intelectual possa existir no pensamento aparentemente ingênuo (BOUVERESSE: 2010), parece-nos que incumbem aos professores e às professoras de Língua e Literatura a recriação de estratégias de libertação, a partir da refundação do próprio projeto de educação (ADORNO: 1989; FREIRE: 1996; ILLICH: 1971; MORIN: 2001). Assim, diante do desencantamento do mundo, alimentado diuturnamente pela grande mídia (LIPPMANN: 2008), não seria preciso recuperar a fé nas potencialidades do humano, oferecendo as condições propícias para uma educação do reencantamento do mundo? (ASSMANN: 2007; SUNG: 2006). Pensamos que o ensino da Literatura, aqui considerada como um direito essencial do indivíduo (CÂNDIDO 1995; JOUVE: 2014) e na tradição do realismo (PILATI: 2012), poderia se constituir na principal ferramenta para desvelar a humanidade escondida na aparência da diversidade.  De fato, pensamos que a Literatura continua a nos orientar para um mundo de possíveis onde se manifestam outras formas de pensar, querer, viver, amar e trabalhar (ASTRUC: 2015; RANCIÈRES: 2004). E, ao mesmo tempo, a Literatura  não nos sinalizaria para a constituição de um sujeito autônomo? Sendo este último capaz de aderir a uma ética essencial, onde o espírito do geômetra, em seu modo de ser produção, não exclua o espírito de finesse em seu modo- de-ser- afetividade? (MONTAIGNE: 1988; GUSDORF: 2003; BOFF : 1999; MORIN : 2001; MEYOR : 2008 ; SOURIAU : 2010). ). Assim, na feliz esperança que nos é sugerida por Bourdieu (1997: p.16) “o que o mundo social fez, o mundo social pode, (armado do saber), desfazê-lo”, torna-se indispensável  encontrar, entre as diversas soluções narrativas, aquelas que se constituam como contra discursos capazes de vencer o cinismo que ameaça morar nas mentes e nos corações (GAJANIGO:2011). E, parodiando Roberto Mendes, em sua canção Yayá Massemba, poderíamos dizer que se trata de  lhes convidar a nos ensinar a “aprender a ler para ensinar meus camaradas”. Enfim, é com esta crença na leitura literária como capaz de convidar o leitor ou a leitora a ir ao encontro do Outro – não importa seu nome, sua origem, sua etnia, sua classe social, nem a cor de sua pele – que lhes convidamos a nos oferecer sua contribuição para a coletânea intitulada “BREVIÁRIO PARA COMBATER O FEITIÇO DO DESENCANTO DO MUNDO: narrativas literárias para aprender a Ser e a Viver junto.” que será publicado na Coleção Estudos afro-americanos, na Editora L’ Harmattan, na França.

Os textos, entre 11 e 22 páginas, deverão ser enviados para o e-mail  nelcfaam@gmail.com até 30 de abril, prazo final.

Alguns eixos temáticos 

GT : Para um educação do sensível 

GT: Ecocrítica e Literatura 

GT: Educação, Literatura e diversidade cultural

GT: por que educar?

GT: Ensino de Língua e cidadania  

GT: O ensino de línguas: práticas didático-pedagógicas na era do digital

GT: Educação e decolonialidade.


ABOMO-MAURIN, Marie-Rose; LIMA DE OLIVEIRA,Humberto Luiz; MOUMONI-AGBOKE, Ayaovi Xolali et VRBATA, Ales. Le Partage en question. Paris: L’ Harmattan, 2021, col. Études afro-américaines.

ABREU, Joel Santos de. A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educação. Inhttp://bdtd.ibict.br/vufind/Record/NOVE_5c4dbdbc7257ae1496f2bc0ff1e8a7f8 ADORNO. Theodor W, «Conceito de Iluminismo». Textos escolhidos. São Paulo: Nova Cultural,1999.

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APPLE,  Michael  W.  Educação  e  poder. Tradução por Maria Cristina Monteiro. Porto Alegre: Artes Médicas, 1989.

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BARBERIS, Pierre. « Sociocrítica ». In (dir.) BERGEZ, Daniel et alii. Métodos críticos para a análise literária. Leitura Crítica. Tradução por Olinda Maria Prata. São Paulo: Martins Fontes,1997.

BAUMAN, Zygmunt. Vida líquida. [Liquid life] Traduição por Carlos Alberto Medeiros. Rio de Janeiro: Zahar, 2007.

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CAMUS, Albert. Cadernos III. Tradução Antonio Ramos Rosa. Lisboa: Livros do Brasil, s.d.

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CYRULNIK, Boris. De chair et de l’âme. Paris : Odile Jacob, 2008.

DOWBOR, Ladislau. EDUCAÇÃO E APROPRIAÇÃO DA REALIDADE LOCAL. In  https://www.google.com/search?q=dowbor+ladislau.+educa%C3%A7%C3%A3o+e+apropria%C3%A7%C3%A3o+da+realidade+local&oq=DOWBOR&aqs=chrome.2.69i57j0l7.4667j0j7&sourceid=chrome&ie=UTF-8

DELORS, Jacques. (Org.) Educação: um tesouro a conquistar. Paris: UNESCO, 2000.

DUMONT, Louis. O individualismo. Uma perspectiva antropológica da ideologia moderna.Tradução por Álvaro Cabral. Rio de Janeiro: Rocco, 1985.

DURAND, Gilbert. O imaginário, Ensaio acerca das ciências e da filosofia da imagem, Rio de Janeiro: DIFEL, 2001.

DUSCHATZKY, Silvia, SKLIAR, Carlos, «O nome dos outros: narrando a alteridade na cultura e na educação», In (dir.) LARROSA, Jorge, SKLIAR, Carlos, Habitantes de Babel: políticas e poéticas da diferença, Belo Horizonte, Autêntica, 2001.

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EAGLETON, Terry, Crítica e Teoria literárias. Paris, Presses universitaires de France, 1994.

EAGLETON, Terry. « Phénoménologie, herméneutique et théorie de la réception ». Critique et théorie littéraire. Paris : PUF, 1994.

FANON, Frantz. Máscaras brancas, peles negras. Salvador: EDUFBA, 2008.

FANON, Frantz. Os condenados da Terra, Rio de Janeiro, Civilização Brasileira, 1979.

FORGET, Danielle. «Introduction». (dir.) OLIVEIRA, Humberto.L.L. de; SOUZA, Licia Soares de. Heterogeneidades: Jorge Amado em diálogo. Feira de Santana: UEFS, 2003.

FORRESTER, Viviane. O horror econômico. 4.ed. Tradução por Álvaro Lorencini. São Paulo: UNESP, 1997.

FREIRE, Paulo.Pedagogia do oprimido. TEMPO BRASILEIRO Rio de janeiro, 1993.

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FROMM, Erich. El Arte de amar. Madrid : Paidós, 2008.

FROMM,Erich. A revolução da esperança. Por uma tecnologia humanizada. São Paulo: Círculo do Livro, s.d.

GAJANIGO, Paulo. O amor nos tempos do cinismo In https://www.academia.edu/2625509/Amor_em_tempos_de_cinismo_e_se_lev%C3% A1ssemos_o_amor_a_s%C3%A9rio_

GENETTE, Gérard et alii. Literatura e Semiologia.Seleção de ensaios da revista « Communications ». Tradução Célia Neves Dourado. Petrópolis: Vozes, 1972.

GIROUX, Henry. “A importância dos estudos culturais”. Os professores como intelectuais. Rumo a uma pedagogia crítica da aprendizagem. Tradução por Daniel Bueno. Porto Alegre: Artes Médicas: 1997.

GUATTARI, Félix. As três ecologias.in  http://escolanomade.org/wp-content/downloads/guattari-as-tres-ecologias.pdf

GUSDORF, Georges. A Função docente. Professores para quê. Para uma pedagogia da pedagogia. São Paulo: Martins Fontes, 2003.

HAMPATÉ BA, Amadou. Il n’y a pas de petite querelle. Nouveaux contes de la savane. Paris : Srock, 2000.

HARKOT-DE-LA-TAILLE, Elizabeth. “Ação moral e estereótipos culturais”. (Org.) ARANTES, Valéria Amorim. Afetividade na escola. Alternativas teóricas e práticas. São Paulo: Summus, 2003.

HELLER, Agnes. O cotidiano e a história. Trad. Carlos Nelson Coutinho e Leandro Konder. São Paulo: Paz e Terra, 1970.

HOBSBAWN, Eric. A era dos extremos: história breve do século XX, 1914- 1991.Lisboa: Editorial Presença, 1996.

IMBERNÓN, F. (dir.) A educação no século XXI. Porto Alegre: Artmed, 2000.

ISER, Wolfgang. O ato da leitura. Uma teoria do efeito estético. São Paulo: Editora 34. 1996.


LEPARGNEUR, Hubert. « Para uma vivência ou ética do destino”. Destino e identidade. São Paulo: Papyrus, 1989.

LEQUIN, Lucie. «Penser la communauté: de la désespérance à l’étincelle d’espoir dans l’écriture québécoise actuelle Nelly Arcan, Ying Chen, Abla Farhoud et France Théoret ». L’Individu, le Collectif, la Communauaté. CHAPELAN,Mihaela;LIMA DE OLIVEIRA,Humberto Luiz. Bucarest: Editoria Fundatiei:2017.

LÉVI-STRAUSS. Antropologia estrutural. Rio de Janeiro: Tempo brasileiro: 1993. LEVINAS, Emmanuel. Humanismo do outro homem. Tradução de Pergentino S. Pivatto. Petrópolis: Vozes, 1993.

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MACHADO DE ASSIS, Joaquim Maria. “Pai contra Mãe”. In MORICONI, Ítalo. Os cem melhores contos do Século XX. Rio de Janeiro: Objetiva, 2005.

MCLAREN, Peter. A vida nas escolas. Uma introdução à pedagogia crítica nos fundamentos da educação. 2.ed. Tradução por Lucia Pellanda Zimmer et alii. Porto Alegre: Artes Médicas, 1997.

MEYOR, Catherine. Comprendre l’affectivité par la phénoménologie :pour une approche esthétique en éducation in http://www.cirp.uqam.ca/documents%20pdf/Collection%20vol.%203/3- Catherine%20Meyor.pdf

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MORIN, Edgar. Introdução ao Pensamento Complexo. Tradução do fancês: Eliane Lisboa -Porto Alegre: Ed. Sulina, 2001.

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MORIN, Edgar. A Cabeça bem feita. Repensar a reforma e reformar o pensamento. 5ª.ed. Tradução Eloá Jacobina. Rio de Janeiro: Bertrand Russel, 2001.

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1.14.        APPEL À CONTRIBUTIONS, « Mémoire(s) », Quêtes littéraires, N°12


Personnifiée par la Titanide grecque Mnémosyne, la mémoire est étroitement liée à l’acte poétique depuis l’Antiquité. Pour Hésiode, elle est la mère des neuf Muses conçues avec le divin Zeus, Pausanias la compte parmi les trois Muses les plus anciennes sous le nom de Mnémé, tandis que Cicéron la fait jouer dans un quartet de sœurs sous le nom de Mélété. Mais quelque soit son statut dans le royaume de l’Olympe ou chez les écrivains grecs et romains, on lui doit les mots et le langage ainsi que la création poétique. Il y a donc une certaine légitimité à s’interroger, suite aux Anciens, sur le statut, la fonction et le rôle de la mémoire dans un champ littéraire que nous limiterons, pour le besoin de cet appel, aux littératures française et francophone.

Nous proposons d’envisager ces trois pistes dans la perspective qu’ouvre la polysémie du mot que Jacques Derrida qualifiait d’ailleurs d’intraduisible. En effet, la signification du terme dans la langue française change selon son genre et son nombre. Au féminin, le terme désigne aussi bien la faculté que l’objet de cette faculté. Ainsi, la capacité d’enregistrer, de conserver et de restituer les souvenirs doit être distinguée, selon le contexte, du souvenir même – image mentale d’un événement, d’un fait, d’une journée et plus particulièrement d’une personne absente. Ces deux acceptions ont été maintes fois développées dans les lettres françaises, la première par, par exemple, l’incontournable madeleine proustienne et son pouvoir de déclencheur de la mémoire, les réminiscences de la jeune parque valérienne, la prédilection de l’esprit pour les souvenirs agréables chez Jean-Jacques Rousseau (Confessions) ou encore le travail ambigu de ressouvenir du converti Amaury de Sainte-Beuve (Volupté), la seconde par les images de la guerre chez Roland Dorgelès (Les Croix de bois), d’une époque chez Voltaire (Siècle de Louis XIV), d’une enfance chez Marcel Pagnol (Souvenirs d’enfance), ou enfin de personnes aimées à qui Apollinaire dresse un monument élégiaque dans ses poèmes.

Au masculin, et surtout au pluriel, le terme renvoie à une relation manuscrite ou imprimée, faite à partir d’événements historiques ou privés auxquels l’auteur a participé ou dont il a été le témoin, ce qui le lie étroitement, sur le plan littéraire, à ce que l’on appelle globalement les écritures du moi. Ici, les noms d’auteurs foisonnent, et des plus grands : Philippe de Comines, Madame de La Fayette, Saint-Simon, François-René de Chateaubriand, Alexandre Dumas, Georges Sand, les Goncourt, François Mauriac, Simone de Beauvoir, Georges Perec et beaucoup d’autres qu’il nous est impossible d’énumérer ici.

Cependant, qu’elle appartienne à la faculté, à l’image mentale ou au genre littéraire, la mémoire est toujours un choix, comme l’a dit Tzvetan Todorov : « La mémoire, en effet, n’est nullement une restitution à l’identique du passé […] mais toujours et seulement une sélection : certains traits de l’événement restent dans la mémoire, d’autres sont immédiatement ou progressivement écartés, donc oubliés ». S’il en est ainsi, ce choix n’est jamais innocent et la question de ses critères aussi bien que celle du but et des conséquences apparaît. Comme le constate le critique français : « La mémoire est comme le langage, un instrument en lui-même neutre, qui peut être mis au service d’un noble combat comme des plus noirs desseins ».

Enfin, on ne peut parler aujourd’hui de mémoire sans évoquer la mémoire numérique, dont les capacités révolutionnent notre rapport à la littérature. À la suite de l’Oulipo, les Cent mille milliards de poèmes de Queneau ayant servi de modèle à de nombreux logiciels de littérature combinatoire, l’informatique entre en littérature. Si les premières productions se rapprochaient plus de celles du mouvement dada (Jean Baudot, La Machine à écrire), les textes générés automatiquement d’auteurs comme Jean-Pierre Balpe (www.balpe.name) sont aujourd’hui des œuvres intelligibles à même de provoquer dans la mémoire du lecteur des univers indéfinis, complexes et symboliques. De plus, si la révolution numérique a permis l’autoproduction et un bouleversement des habitudes de consommation de l’écrit, ce n’est pas uniquement par un simple changement de support matériel. La mémoire infinie que constitue internet permet en effet de nouvelles expériences littéraires basées entre autres sur l’hyperlien, à l’image de celles menées sans discontinuer depuis 1997 par l’écrivain François Bon sur son site tierslivre.net. ou sur le multimédia comme l’artiste franco-canadien Grégory Chatonsky (Mémoires de la déportation).

Une fois les principales idées relatives à la notion de mémoire esquissées à grands traits, il nous semble que les réflexions peuvent être menées dans les cadres suivants :

–        recouvrement et valorisation de la mémoire

–        acte de réminiscence

–        dépôt(s) de la mémoire

–        mémoire involontaire, mémoire proustienne

–        mise en accusation de l’oubli

–        l’effacement de la mémoire, son dépérissement

–        le refoulement du passé, la marginalisation du souvenir

–        le refoulement du présent dans le passé

–        abus de la mémoire

–        mémoire littérale vs mémoire exemplaire (Tzvetan Todorov)

–        sacralisation vs banalisation de la mémoire

–        mémoire et justice

–        histoire, mémoire, identité

–        voyage, cosmopolitisme, mémoire

–        mémoire individuelle et/vs mémoire collective

–        mémoire dans une société sans écriture vs mémoire dans une société lettrée

–        mémoires et/vs autobiographie

–        genre littéraire des mémoires ou des pseudo-mémoires, écriture diariste

–        mémoire(s) et imagination

–        mémoire et cyberlittérature

Les pistes de recherche indiquées ci-dessus ne sont données qu’à titre indicatif et les chercheuses et chercheurs sont invité/e/s à proposer des perspectives originales dans lesquelles elles/ils aborderont le sujet de la/ du mémoire dans les littératures française et francophone. Nous espérons ouvrir ainsi un débat intéressant qui donnera lieu à des réflexions profondes et captivantes.



La date limite pour l’envoi de la proposition (titre + résumé d’environ 300 mots, brève notice bio-bibliographique) à l’adresse quetes-litteraires@kul.pl est fixée au 1er juin 2022.

Les propositions seront examinées par un comité de lecture.

Les auteurs des propositions seront avisés le 15 juin 2022.

Langue des contributions : français.

Délai pour l’envoi des articles : le 15 septembre 2022.

La publication du 12e numéro de Quêtes littéraires est prévue en décembre 2022.

1.15.       “Translating Caribbean Ecologies”, Study Day, University of Kent, 2nd September 2022.

‘I bent down 

Listening to the land 

But all I heard was tongueless whispering.’ 

Martin Carter, ‘Listening to the Land’ 

This study day will investigate the conjuncture of the ecological and the translational in Caribbean creativity and thought. What happens if we attend to Caribbean ecologies as both agents and subjects of translation? What might be hidden or revealed by approaching Caribbean environments through a space between languages? The study day will explore this topic in a literal sense by bringing together contributions on engagements with the ecological in the different languages of the Caribbean, and asking how far attention to the ecological can enable new forms of movement within and beyond the archipelago. It will also do this metaphorically, asking what arises in the space between the language of the land and that of the person listening. When we listen to the land, what language(s) does it speak and how might these be translated?  

Contributions are invited on material in any Caribbean language including French, English, Spanish, Creoles and Dutch. 

Caribbean writers have long grappled with the violent translations of colonialism and its aftermath, elaborating theories of what we might call translation’s remainder, that which remains resistantly outside the purview of colonial language and thought, from Kamau Brathwaite’s nation language to Glissant’s opacité to Vété-Congolo’s ‘Pawòl’ (Kamau Brathwaite 1984, Glissant 1990, Vété-Congolo 2018). 

Recent years have seen increasing focus on the environmental dimensions of Caribbean writing (DeLoughrey, Gosson and Handley 2005, Campbell and Niblett 2016, Hardwick 2016). Equally, there has been an increasing recognition in ecocriticism of the need to move beyond a focus on anglophone texts and environments (Roos and Hunt 2010, Heise 2008). 

Contemporary Caribbean environments can be seen as translated environments in many senses: colonization began with an act of renaming in the language(s) of the colonizer, followed by the violent erasure of Caribbean languages through the decimation of indigenous people. The land was worked by transported and enslaved speakers of Fon, Yoruba and Wolof, among many other African languages. This violent uprooting of people was accompanied by a literal uprooting of plants, as modern Caribbean environments were formed by the bearing across of trees, animals and seeds from other continents (Tinsley 2010). In our own time, images of Caribbean landscapes circulate in the translated idiom of the tourist brochure. 

Yet, as Martin Carter’s lines suggest, Caribbean environments translate as well as being translated, enabling movements between languages and cultures. The common figures of plantations surrounded by resisting hills, and islands washed by a common sea belie the political (dis)affiliatons imposed by colonizing nations. Carter imagines the land holding a ‘tongueless whispering’, a rustle on the edge of comprehensible speech that could be one voice or many voices, an expression of pain or an expression of resilience, an indigenous language, an African language, a colonially conceived Creole, or something in between.  

The encounter evoked by Carter is a moment when the visible and the invisible, the seen and the heard, the human and the land meet and criss-cross, as both the land and the person stooping to hear it become listening translators and translating listeners. By engaging with the criss-crossing of such categories in Caribbean writing and thought on the environment, this study day hopes to deepen and enrich understanding of both the translational and the ecological. 

Confirmed keynote speaker: Dr Sharae Deckard, University College Dublin 

Study day participants are invited to submit proposals for twenty minute papers on the following (non-exhaustive) list of themes: 

Comparative approaches to Caribbean environments 

Gender and the environment in the Caribbean 

The chlordécone scandal 

Volcanic landscapes 

The environment and revolt 

Caribbean ecologies and tourism 


Coastal ecologies 

Slavery and the environment 

The environment and capitalism 

Words for Caribbean flora and fauna, their etymologies and translations 

Positionality of scholars working on Caribbean environments 

Travel bursaries may be available to graduate students and early career scholars with no other sources of funding. 

300 word abstracts should be sent along with a short biography to Sara-Louise Cooper at s.l.cooper@kent.ac.uk by 6th May 2022

2.  Job and scholarship Opportunities

2.1.            a Scientific researcher (m/f/x) at THE ROYAL MUSEUM FOR CENTRAL AFRICA


The Royal Museum for Central Africa (RMCA) is one of the ten Federal Scientific Institutions (FWI) under the authority of the Secretary of State for Federal Science Policy. It is a scientific institution and a museum.

The RMCA is looking for a scientific researcher to strengthen the team of the Culture and Society department and defend a doctoral thesis at Ghent University.


The research project Congolines: Inscribing Lines, Weaving Threads: Congolese Colonial Paintings as Images and Objects is conducted by the Royal Museum for Central Africa in cooperation with the Royal Library of Belgium (KBR), Ghent University and the Institut des Musées nationaux du Congo (IMNC). It focuses on the first drawings and paintings made by Congolese artists in DR Congo just before and during the colonial period, showing the influences of contacts with Europeans:

– murals and decorated objects mixing pre-existing techniques and scenes with representations of Europeans and objects introduced by Europeans, at least from 1884 onwards, one year before the establishment of Congo Free State (RMCA collections);

– drawings and paintings using techniques introduced by Europeans (watercolours and oils, some in combination with photography) (KBR and RMCA collections).

Because more is known about the collectors, patrons and photographers of pre-colonial drawing and painting traditions in the DR Congo than about the artists themselves, the research project aims to

– to thoroughly research the (pre)colonial drawing and painting traditions in DRC for the first time, based on a holistic and comparative approach of various regional traditions;

– analyse the drawings and paintings in comparison with other Congolese artefacts from the collections of the RMCA in order to question the colonial boundaries between so-called, pre-colonial, colonial and post-colonial arts, and thus rewrite the history of Congolese art

– to find bibliographic information on the early artists and situate their production in regional traditions, with particular attention to female artists whose work was neglected over time in comparison to that of their male colleagues;

– write the reception history and history of the influence of the first watercolours on western artists;

– make a material-technological analysis of a number of works in order to shed light on their creation process, document upcoming restoration treatments and take appropriate measures for better conservation;

– set up participatory projects with INMC and Congolese educational institutions and communities to share the artworks and research results in various ways.


As a scientific researcher, you will carry out the following tasks: you will examine the watercolours of Albert and Antoinette Lubaki and Tshyla Ntendu that are kept in the RMCA at the KBR:

– you will interpret them on the basis of literature and archive research, a comparison with other objects in the collections of the RMCA and on the basis of fieldwork research in the DR Congo in the former provinces of Kasai and Katanga;

– you will enter geometric and figurative motifs of the compared artworks into a database created for the research project;

– during your fieldwork you will also reconstruct the biographies of the artists and to find out to what extent they have influenced the works of other Congolese artists;

– you will work closely with three other scientific researchers who are conducting research on other aspects of the project at the KBR, Ghent University and the IMNC;

– you will participate in the preparation of an exhibition at the end of the project based on the research done.


You have a master’s degree or are about to obtain one in the field of African studies, cultural and/or social anthropology, art history, research on material culture or a related discipline. International students should note that they must obtain their degree before 1 September 2022 and, if they obtained their degree at a non-European university, they may need legal validation of their degree for visa applications.

You have obtained excellent academic grades.


You have experience with fieldwork, preferably in DR Congo, and are familiar with the methodology of fieldwork research.

Knowledge of Congolese art is a plus.


You enjoy working in a team with people from diverse backgrounds.

You are able to respond well to unexpected situations, information, persons or circumstances.

You are able to work independently.

You have an excellent knowledge of French and English. Passive knowledge Dutch and of Ciluba and/or Kiswahili is an asset.


– A contract of 2 years, renewable once for a period of 2 years as scientific researcher (SW10).

– A salary in accordance with the federal government scales (minimum starting salary: 40.425,49 EUR gross annual salary indexed).

– An attractive holiday scheme.

– Free commuting by public transport or bicycle allowance.

– A pleasant working environment in a dynamic work environment.

Discover all the information and benefits about working for the federal government on FedWeb, the portal for federal staff (Dutch or French).

CANDIDATE Please send your CV with a covering letter and a research proposal by e-mail to HR-RH@africamuseum.be with reference S/Congolines before May 3.

Only applications that comply with the profile and are sent within the stipulated deadline will be accepted and responded to. Interviews will take place on May 20.

For more information on:

– the position and the research project: Bambi Ceuppens (bambi.ceuppens@africamuseum.be)

– the employment conditions: Anic Flahou, 02 769 52 88, Anic.flahou@africamusem.be – the RMCA: http://www.africamuseum.be

2.2.            Lecturer in French Cultural Studies (teaching and scholarship), Manchester

Applications are invited for the fixed-term post of Lecturer in French Cultural Studies (teaching and scholarship), which is tenable from 1 September 2022 to 30 June 2023.

You must have a PhD (or equivalent) in a relevant field and demonstrable teaching experience, both in-person and online, in French Studies at university level. You must be fluent in English and French. Preference may be given to candidates working in the area of francophone theatre and performance studies and who are able to teach critical theory at MA level; the position, however, is not open to those working in the field of linguistics. You must have excellent interpersonal skills and be able to empathise with students.

As an equal opportunities employer, we welcome applications from all suitably qualified persons and all appointments will be made on merit. As we are committed to the principles of the Race Equality Charter Mark, we would particularly welcome applications from the Black, Asian and Minority Ethnic (BAME) community who are currently under-represented at this level in this area.

Our University is positive about flexible working – you can find out more here

Blended working arrangements may be considered

Please note that we are unable to respond to enquiries, accept CVs or applications from Recruitment Agencies.


This vacancy will close for applications on 10 May 2022.


Please see the link below for the Further Particulars document which contains the person specification criteria.



Enquiries about the vacancy, shortlisting and interviews:

Name: Professor Karl Posso through his senior administrative assistant, Steph Holmes: stephanie.holmes@manchester.ac.uk

2.3.            PhD Teaching Assistantship in French Studies, University of Limerick, Ireland.

The Department of French Studies at Mary Immaculate College, University of Limerick (Ireland) is pleased to announce that an assistantship is currently available for a PhD in French Studies on any topic related to either 18th-, 19th-, 20th- or 21st-century French literature, culture, politics or history of ideas.

The successful candidate will receive a fee waiver (approx. €4,400 per year for EU students and up to approx. €8,800 for non EU students) for the normal duration of her/his programme of studies (3 years for a PhD) and will be awarded, for each year, a sum of €6,900 in return for undergraduate teaching and/or other College duties to a maximum 120 hours per academic year. Fees will be waived for a further fourth year if needed. The award of the assistantship will be subject to review at the end of each year and conditional upon satisfactory progress and completion of duties.

To be considered for this assistantship, applicants must send their complete application so that it is received by Monday 16 May 2022, 9am (Irish time) at the latest. It is expected that the successful candidate will be able to begin on 1st September 2022.

This award is open to Irish, other EU students and non-EU students alike, however non-EU students should note that in order to satisfy visa requirements the stipulation from the Department of Justice & Law Reform is that from 1st April 2011 all non-EU students must have access to €3,000 on an Irish bank account and are required to have private medical insurance.

Applicants must have:

  • a good MA in a relevant subject area (French Studies, Comparative Literary Studies, Lettres modernes, or equivalent);
  • native or near-native level of competence in French;
  • fluency in written and spoken English;
  • two academic references.

How to Apply:

Although the PhD thesis may be written in French, a detailed research proposal written in English should be sent to:


Research proposals written in French will not be considered.

The research proposal must include the following headings:

  • Working title
  • Aims and objectives
  • Motivation
  • Methodology and/or hermeneutical perspective
  • Substantive outline of the project (with proper references)
  • Originality and relevance of the project (including location of the project within the current literature)
  • Ethical implications of your project (if applicable)
  • Relevant bibliography

Potential candidates should visit the website of the Department of French Studies to familiarize themselves with the research profiles of its staff: 


The full application dossier (to be received by 16 May 2022, 9am Irish Time at the latest) can be downloaded here:


Both letters of reference must be sent directly to us by the referees so that they are received by 16 May at the latest (they can be sent by e-mail to loic.guyon@mic.ul.ie).

The successful candidate may have to pass a short literacy exam in French before her/his application receives final approval.

2.4.            Poste de International Fellow (9 mois), à William & Mary.

L’Université de William and Mary, en Virginie aux États-Unis, recrute un.e International Fellow pour animer la Maison Française située au cœur de son campus universitaire. La personne recrutée pour ce poste participera à l’élaboration du programme hebdomadaire afin de permettre la pratique de la langue française et la découverte des cultures francophones auprès de nombreux étudiants inscrits dans les cours de français et/ou vivant dans la Maison Française.  

Qualifications :  

Licence (obligatoire) ou Maitrise  

Solides compétences en communication et relations interpersonnelles 

Excellente maitrise de la langue française  

Maitrise de l’Anglais oral et écrit 


  • un salaire de USD $12,000 (brut) 
  • logement pendant toute la période du poste (9 mois) 
  • frais de déplacement remboursés jusqu’à USD $2,000 

Si vous êtes intéressé×e, veuillez envoyer votre candidature dans un seul fichier PDF à l’adresse suivante : mxcomp@wm.edu  

Votre dossier de candidature devra contenir les éléments suivants : 

-Un CV 

-Une lettre de motivation 

-Deux lettres de recommandation de professeurs 

Après une première sélection sur dossier, les candidat·e·s retenu·e·s seront contacté·e·s par courriel pour un entretien sur Zoom.  

Pour de plus amples informations vous pouvez contacter Prof. Magali Compan par courriel (mxcomp@wm.edu) et consulter les sites suivants : https://www.wm.edu/ ; https://www.wm.edu/as/modernlanguages/french/index.php ;  

2.5.            VISITING LECTURER OF FRENCH: Academic year 2022-2023, U of Pittsburgh.

French & Italian, 1328 Cathedral of Learning

Pittsburgh, PA 15260


The French Program of the Department of French and Italian at the University of Pittsburgh seeks a full-time visiting lecturer of French to teach three 3-credit courses in each term in academic year 2022-23. Outside the tenure-stream, position may be renewable based on need, funding, and performance. Course duties may include elementary and intermediate-level courses in the language sequence, more advanced courses in literature, culture, and conversation (taught in French), or general education courses taught in English for a broad undergraduate audience. We are especially interested in applicants who can teach sections of our introductory general education courses “French Kiss” or “Modern French Novel in Translation” (both in English). The appointment will begin on August 29, 2022 and will end on April 29, 2023. Courses meet three times a week for 50 minutes or twice a week for 75 minutes. 

Eligible instructors must have at least a Master’s degree in French or in a closely related field, a high level of spoken and written proficiency in French and English, and experience teaching French in a college or university setting. A PhD in hand is preferred. The candidate must possess broad competence in teaching introductory and intermediate French language courses that employ current foreign language pedagogical approaches (communicative, content- and concept-based, multiliteracies, and genre-based pedagogies). Some service to the department will be expected. Duties may include weekly conversation tables and other undergraduate events.

To apply, upload a letter of interest, CV, diversity statement, teaching dossier (teaching statement, sample course materials and syllabi, 3-4 sets of representative student evaluations with comments). The diversity statement should address your contributions to diversity through research, service and/or community engagement. Applicants should share how their past, planned, or potential contributions or experiences relating to diversity, equity, and inclusion will advance the University of Pittsburgh’s commitment to inclusive excellence. Applicants will be judged on the basis of teaching excellence, experience with course design, and the fit of teaching experience and research interests to department needs. To apply, go to Pitt’s Talent Center.

Review of applications will begin on May 2, 2021, and applications will be considered until the position is filled. We will request additional materials (including three letters of recommendation) after the initial screening and we will invite finalists to a Zoom interview.

The Department of French and Italian at the University of Pittsburgh is a vibrant community of students and scholars hosting a French major and minor, a PhD in French, and a PhD in Film and Media Studies with a Concentration in French. Much of our research is organized around four research and curricular networks.

The Department of French and Italian and the Dietrich School of Arts and Sciences is committed to building and fostering a culturally diverse environment. Excellent interpersonal and relationship-building skills and the ability to work effectively with a wide range of individuals and constituencies in support of a diverse community are required. The department mentors and supports its new faculty members to help them adapt to faculty life as a scholars, teachers, mentors, and administrators.

For information or questions, contact Department Chair, Todd Reeser, reeser@pitt.edu.

The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity. EOE, including disability/vets. The University of Pittsburgh requires all Pitt constituents (employees and students) on all campuses to be vaccinated against COVID-19 or have an approved exemption. Visit coronavirus.pitt.edu to learn more about this requirement. 

3.  Announcements

3.1.            Colloque annuel de l’association CARACOL en association avec le Yesu Persaud Centre for Caribbean Studies, « Poétiques caribéennes/Caribbean Poetics/ Poéticas caribeñas », 6-7 May 2022, online.


Colloque annuel de l’Association caracol

Observatoire des littératures caribéennes

En association avec le Yesu Persaud Centre for Caribbean Studies


« Poétiques caribéennes : voies/x, esthétiques, imaginaires »

 « Caribbean Poetics : voices, aesthetics, imaginaries »

« Poéticas caribeñas : voces, estéticas, imaginarios »

06-07 mai 2022 (colloque en ligne*)

*To register for the conference and receive the connection link, email the organisers at orane.touzet@warwick.ac.uk before the 4th of May./Pour vous inscrire au colloque et recevoir le lien de connexion, merci de contacter les organisateurs à orane.touzet@warwick.ac.uk avant le mercredi 4 mai.

Programme (British Standard time/CEST heure de France)

Vendredi 06 mai


8:45-9:00 BST / 9h45-10h CEST : Accueil en ligne

9:00-9:15 BST / 10h-10h15 CEST : Mot d’introduction (Orane Onyekpe-Touzet, University of Warwick / Sorbonne Université et Rocío Munguía Aguilar, Université de Strasbourg)



Panel 1 : Poétiques fondatrices (9:15-10:45 BST/10h15-11h45 CEST)

Modérateur : Florian Alix (Sorbonne-Université)

Marco Doudin (Sorbonne Université) : « Poétique de la relation et économie de la parole »

Leila Ricca (Université Sorbonne Nouvelle Paris 3) : « Poétiques maritimes dans Le Sel Noir d’Édouard Glissant »

Wesner Bruel Obolo (Université Bordeaux-Montaigne) : « Poétique d’une vie caribéenne : contours biographiques de Léon-Gontran Damas dans Nègre de personne de Roland Brival »

10:45-11:00 / 11h45-12h : PAUSE/BREAK

Panel 2 : Poétiques mémorielles (11:00-12:00/12h-13h)

Modératrice : Maeve McCusker

Miriam Gordon (University of Warwick, UK) : « Aesthetics of Displacement : Innovations and Limitations of the slave narrative in Fabienne Kanor’s Humus »

Pauline Franchini (Aix-Marseille Université) : « Une poétique mémorielle de la trace dans la littérature de jeunesse caribéenne »

12:00-13:30 / 13h-14h30 : PAUSE DÉJEUNER/LUNCH BREAK

Panel 3 : Poétiques diasporiques (13:30-14:30/14h30-15h30)

Modératrice : Cécile Chapon

Stève Puig (St John’s University, New York) : « Poétique de la post-plantation : le sud des États-Unis chez Édouard Glissant et Fabienne Kanor »

Kate Averis (Universidad de Antioquia, Colombie) : « Hacia una poética transcaribeña en Los cristales de la sal (2019) de Cristina Bendek »

14:30-14:45 / 15h30-15h45 : PAUSE/BREAK

Keynote/Conférence plénière (14:45-15:45/15h45-16h45)

Fabienne Viala, Director of the Yesu Persaud Centre for Caribbean Studies

Modératrice : Marion Labourey (Sorbonne-Université)

(University of Warwick, UK)

« Intersections of Memory and Sustainability in the Caribbean Cyberpunk Imagination »


Samedi 07 mai


9:30-11:30 / 10h30-12h30 : Assemblée générale CARACOL

11:30-13:00 / 12h30-14h : PAUSE DEJEUNER/LUNCH BREAK


Panel 4 : Poétiques féminines (13:00-14:00/14h-15h)

Modératrice : Natacha D’Orlando

Françoise Naudillon (Université Concordia, Canada) : « Pour une Poélitique féministe : Florette Morand et Marie-Célie Agnant »

Abigail Young (Swarthmore College, US) : « Writing from Silence in Looking for Livingstone by Marlene NourbeSe Philip and Moi, Tituba by Maryse Condé »

14:00-14:15 / 15h-15h15 : PAUSE/BREAK

Panel 5 : Poétiques de médiation (14:15-15:15/15h15-16h15)

Modératrice : Miriam Gordon (University of Warwick)

Helen O’Sullivan (Birmingham University, UK) : « Translating Gisèle Pineau’s Mes Quatre Femmes and who can translate whom »

Dennys Silva-Reis (Universidad Federal do Acre, Brésil) : « Mémoires guyanaises dans Comme un clou dans le cœur (2018) d’Emmelyne Octavie »

Clôture du colloque

3.2.            63rd Annual Conference of the Society for French Studies, Queen’s University Belfast, 27th-29th June 2022.

register here*

The Society for French Studies looks forward to welcoming you to our 2022 annual conference, to be held at Queen’s University Belfast, on 27th-29th June 2022.

The deadlines for registration are as follows:

  • Early bird registration deadline: Friday 15th April 2022
  • Final deadline for registration: Friday 6th May 2022

A provisional programme, as well as funding information and the link to register, can be found here: https://www.sfs.ac.uk/conferences/2022-annual-conference.

For all enquiries related to the conference, please email the Society’s Conference Officer, Dr Richard Mason, at sfsbelfast2022@gmail.com.

3.3.           Registration open virtual 10th International Women in French Conference “Margins: Voices and Pathways,” hosted by Iowa State University May 12-14, 2022, US Central Time.

Keynote presentations:

Claire Legendre (Université de Montréal)

Anne Donadey (San Diego State University)

You may find the program here: https://www.regcytes.extension.iastate.edu/wif2022/program/

And register here: https://www.regcytes.extension.iastate.edu/wif2022/register/

Please be advised that the number of free registrations is capped. Once that cap is reached, participants will be charged a $25 fee. However, all major events, including the One Book, One WIF panel with Claire Legendre, will be open to the public. Connection information to these events will be communicated closer to the event dates.


TUESDAY 17 MAY 2022, 7pm (GMT), 1pm (EST, Jamaica)

Join us to celebrate the publication of this collection of essays and creative interventions that explores issues of migration, diaspora, (post) diaspora, settlement and community.

Our event includes poetry readings by Alecia McKenzie and Velma Pollard, whose work is included in the collection, and a roundtable discussion with contributors Gabriella Beckles-Raymond, Beverley Bryan, Patricia Noxolo and Aisha Spencer. Our chair is Joan Anim-Addo from the Centre for Caribbean and Diasporic Studies, Goldsmiths, University of London.

Link to the Table of Contents: https://www.routledge.com/African-Caribbean-Women-Interrogating-DiasporaPost-Diaspora/Scafe-Dunn/p/book/9780367726133

African-Caribbean Women Interrogating Diaspora/Post-Diaspora – 1st Edi<https://www.routledge.com/African-Caribbean-Women-Interrogating-DiasporaPost-Diaspora/Scafe-Dunn/p/book/9780367726133>
This anthology originated as papers presented at a conference held in London, July 2018, entitled

Please register via Eventbrite here:


Book Launch “AFRICAN-CARIBBEAN WOMEN INTERROGATING DIASPORA/POST-DIASPORA” Tickets, Tue, May 17, 2022 at 7:00 PM | Eventbrite<https://www.eventbrite.com/e/320693341417>
Eventbrite – The UWI,Mona with Goldsmiths, University of London presents Book Launch “AFRICAN-CARIBBEAN WOMEN INTERROGATING DIASPORA/POST-DIASPORA” – Tuesday, May 17, 2022 – Find event and ticket information.


3.5.            Appel à candidatures pour la Bourse doctorale de l’ADEFFI 

L’ADEFFI (L’Association des Études Françaises et Francophones d’Irlande) offre une bourse doctorale, parrainée en 2022 par L’AMOPA Irlande (Association des Membres de l’Ordre des Palmes Académiques en Irlande). Cette bourse, d’un montant de €500, est destinée à un(e) doctorant(e) méritant(e) inscrit(e) dans un établissement d’enseignement supérieur de l’île d’Irlande. 

Votre dossier de candidature (rédigé soit en français soit en anglais) doit comprendre les documents suivants : 

  1. une courte description de votre projet de recherche (moins de 1.000 mots).  
  2. une brève justification du soutien financier (dépenses envisagées, importance pour votre projet de thèse, etc.) (moins de 200 mots). 
  3. un bref CV de 2 pages maximum (coordonnées personnelles, informations sur votre affiliation universitaire, communications lors de conférences, vos publications éventuelles, etc.). 
  4. une confirmation d’adhésion à l’ADEFFI. 

Veuillez également demander à votre directeur/directrice de thèse de bien vouloir nous faire parvenir une lettre de recommandation confidentielle. 

Le dossier de candidature, ainsi que la lettre de recommandation, sont à envoyer par courrier électronique à la Présidente de l’ADEFFI, Dr Derval Conroy (derval.conroy@ucd.ieavant le 29 avril 2022


Call for applications for the ADEFFI Postgraduate Bourse 

ADEFFI (The Association for French and Francophone Studies in Ireland) offers a Postgraduate bourse, sponsored in 2022 by AMOPA Irlande (Association des Membres de l’Ordre des Palmes Académiques en Irlande). The bourse is valued at €500 and is open to postgraduate students studying at a higher education institution on the island of Ireland. 

Your application, which can be written in English or French, should be comprised of the following documents: 

  1. a description of your research project (no longer than 1,000 words). 
  2. a brief justification for support (proposed spending, importance of funding for your research project, etc) (no longer than 200 words). 
  3. a brief CV of maximum 2 pages, listing your personal details, information on university affiliation, details of any conference papers, possible publications resulting from your research, etc. 
  4. confirmation that you are a member of ADEFFI. 

Please also ask your thesis supervisor to forward a confidential letter of recommendation. 

The application, together with the letter of recommendation, should be emailed to the President of ADEFFI, Dr Derval Conroy (derval.conroy@ucd.ieby 29th April 2022. 

3.6.            Contributing editor to The Year’s Work in Modern Language Studies

Applications are invited for the posts of contributing editor to The Year’s Work in Modern Language Studies, an annual periodical published by Brill: https://brill.com/view/journals/ywml/ywml-overview.xml The journal has appeared since 1930, with only a break during the paper shortages of WWII. Scholars are sought to fill the following areas of the French and Occitan section with a view to beginning with volume 84 (covering this current calendar year of 2022 and with a submission date of August 2023):

French Studies: Language and Linguistics;

French Studies: Early Medieval;

French Studies: Late Medieval;

French Studies: Sixteenth Century;

French Studies: Eighteenth Century;

French Studies: Post-Romantic Era (19th century);

French Canadian Literature;

French Studies: African and Maghreb Literature;

French Studies: Twentieth-Century Literature, 1900 to 1945;

French Studies: 1945-1999;

French Studies: Caribbean;

French: Critical Theory.

The Year’s Work is collaboratively edited under the direction of the General Editors, Professor Graeme Dunphy and Professor Paul Scott. The volume is divided into broad linguistic sections, each with a section editor. Each section is compiled by a number of contributing editors, each working on a given chronological range or thematic area. The YWMLS comes out annually and provides a survey of the scholarly work done during the preceding year in the fields of the language and literature of French, Latin (Medieval and Neo-Latin), German, the Scandinavian languages, Celtic languages and literature, Italian, Spanish, Catalan, Galician, Portuguese, and the Slavonic languages and literature. The journal also has a mission to help safeguard minority and endangered languages, reflected in coverage of Occitan, Manx, Yiddish and with plans to have a Native American languages and cultures section. Each survey is not just a listing of books and articles, but is also based upon comment, explication, and critical judgment of the articles and books dealt with. The comment on each article and book is brief (much shorter than usual reviews) but is intended to give apposite guidance on what is covered in the book or article and the value of this, as well as how it relates to other recent work. Longer reviews can be given for interesting and notable articles or books, at the discretion of the contributing editor for that section.

Subscriptions are held by university libraries all over the world. While the role of contributing editor is unpaid, editors regularly receive free review copies of books in their subject area, and, in some cases, also copies of relevant journals. It ensures you are up to date with the most recent publications in your field and there is a guaranteed annual publication in a prestigious periodical. Promotion and tenure committees have looked upon this work favorably and the general editors have written letters detailing the roles and responsibilities of contributing editors for university committees such as annual evaluation or funding committees. Individual surveys are listed in the MLA Bibliography and back issues of the YWMLS are available through JSTOR in addition to Brill Books and Journals platform. Some contributions are made by pairs of scholars who divide up the work between themselves, and this type of collaborative work is welcome.

If you are interested in the above posts, please do not hesitate to contact me (Paul Scott) at pascott@ku.edu and I will be happy to discuss the work involved with you (I am editor of the French and Occitan section of the journal as well as being joint general editor).

3.7.            Journée d’étude CAS (EA 801), “Traduction et Résistance”, Université Toulouse Jean-Jaurès, 20 mai 2022. Maison de la Recherche – Salle D30


Responsables scientifiques :

Tiffane Levick, Damien Villers, Nathalie Vincent-Arnaud

8h30 accueil 
9h-10h30 ATELIER 1    Modératrice : Aurélie Guillain
La question de la traduisibilité de l’hiberno-anglais à travers l’étude de traductions françaises de Roddy Doyle

(Marie Blom, Université de Galway)

La traduction de la littérature de langue française en Afrique du Sud

(Laude Ngadi Maïssa, Université du Kwazulu-Natal)

L’anglais à l’épreuve du style vocal de Proust : traduire “La regarder dormir” (Davide Vago, Université catholique de Milan)
10h30-11h Pause
11h-13h ATELIER 2     Modératrice : Sarah Bourse
« I for years tried to resist this unfair custom » : Barbara Bray (1924-2010) aux prises avec la « vocation au travail de traduction »

(Pascale Sardin, Université Bordeaux Montaigne)

Traduction et résistance à la domination masculine

(Jane Wilhelm, LEGS CNRS/ Université Paris 8 et Université Paris Nanterre) 

Fragments of a Vessel:  Revisiting Jacques Derrida’s and Paul de Man’s readings of Walter Benjamin’s “The Task of the Translator”

(Fredrik Rönnbäck, Université de Californie / Université de Londres)

Translated by, and yet Translating the Empire: Translation History and the Allegedly Submissive Role of the Female “Native Informant”

(Elena Castellano-Ortolà, Université de Valence / Université Bordeaux Montaigne)

13h-14h30 Pause déjeuner
14h30-16h30 ATELIER 3     Modératrice : Amélie Josselin-Leray
Translating Blackness in Marlon James’ A Brief History of Seven Killings

(Anita Barton-Williams, University of Westminster)

Une langue qui résiste à la tradition et à la traduction : la poésie féministe d’Yona Wallach

(Marta Carraro, Université de Montréal / Université Sorbonne Nouvelle)

Translating Francisco Ferrer’s La Escuela Moderna (1908) into American-English: An Anarchist Practice

(Rita Filanti, Université de Bari)

Narratives Matter: Translating Disability in Émile Zola’s L’Assommoir

(Magdala Lissa Jeudy, Université du Minnesota)

16h30-17h pause
17h-18h Natasha Lehrer, traductrice et écrivaine 
Entretien de 30 minutes environ avec Tiffane Levick suivi d’un débat avec les intervenant.es, le comité d’organisation et le public 

3.8.            DRAFT: A seminar series on research in progress in French and Francophone Studies in Australia, 13 May 2022, 1-2 pm (Sydney time).


Join us for the 3rd DRAFT seminar of 2022 on Friday 13 May 2022, 1-2 pm (Sydney time)

Zoom Link:

https://unisydney.zoom.us/j/83924176810?pwd=NWNzWjJkZHFId2RYMEJGdHp1QUtnUT09 Password: 841616

Performing Dépaysement:

Community Building, Mythmaking, and Biopolitics in Contemporary Theatre in French

This presentation, based on my current book project, examines representations of displaced communities in French and Francophone plays between 1968 and the present. Drawing on Roberto Esposito’s biopolitical conceptions of immunitas and communitas, I explore how two distinct types of community are staged in contemporary theatre in French. Through close readings of these plays, I analyse how communities are formed through the myths and origin stories the protagonists tell and retell. This presentation focuses primarily on the plays of Bernard-Marie Koltès while also touching on the theatre of Aimé Césaire, Marie NDiaye, Wajdi Mouawad, and Christiane Jatahy to situate this project in the French post-/neocolonial context of the latter half of the twentieth century and the international migration crisis of the twenty-first century. Drawing on the double meaning of the word dépaysement, I unpack how mythmaking and biopolitics interact in these plays in ways that not only interrogate the conditions of outsiders and minorities but also provide insight into how displaced figures can unite and strengthen the communities they encounter. Ultimately, I argue that oral storytelling in contemporary theatre in French pushes protagonists to directly engage with their origin stories in order to decide if they will find refuge in immunitas, with its defined borders, or in communitas, with bonds that defy barriers of time, space, and culture.


Nicholas Strole is Senior Tutor (Teaching Specialist) in French Studies at the University of Melbourne. He is also the Digital Humanities Coordinator for the international project Corr-Proust: Édition numérique de la correspondence de Marcel Proust and the Communications Officer for the Australian Society for French Studies. His research interests lie in French and Francophone theatre and media, biopolitical theory, postcolonial and migration studies, and digital humanities. His work appears in French Cultural Studies and the Australian Journal of French Studies.

3.9.            Modern French Research Seminar at the University of Cambridge.

Tuesday 3 May, 18:00

Sur Les Traces de Frantz Fanon/In The Footsteps of Frantz Fanon (2021): A film screening and conversation with director Mehdi Lallaoui and Jean Khalfa

McCrum Lecture Theatre, Corpus Christi College, Cambridge

For more information and to reserve a place, please visit tinyurl.com/mfrs-traces


Monday 9 May, 17:00 BST (Zoom)

Massimiliano Simons (Ghent University), ‘Michel Serres and the Ethics of Noise’

To register for a joining link, please visit tinyurl.com/mfrs-serres


Monday 23 May, 17:00

Matt Phillips (Royal Holloway), ‘Perec’s Unsure Text: Exploring Depression Equivocally with Un Homme qui dort’

Seminar will be held in Room I4, Corpus Christi College, Cambridge

3.10.        DWELLING A Cultural Literacy Everywhere Symposium: 12–13 May 2022, by zoom.

For all information, see DWELLING – CLE (cleurope.eu)

All papers included in the Booklet of abstracts & bios: CLE2022 Booklet Draft spreads Final.pdf – Google Drive

CONFERENCE FEES: Standard £50 and Students/Unwaged £20 – until 15 April; Standard £60 and Students/Unwaged £30 – from 16 April till closing on 2 May 2022.

Keynote Speakers

Professor Alison Blunt, Queen Mary University of London, UK

‘Home and beyond: dwelling and belonging in pandemic times’

Professor Colin Ellard, University of Waterloo, Canada

‘Dwelling in a digital age: Lessons from the pandemic’

Dr Rachel Hurdley, Cardiff University, UK

‘Making home: doors, mantels, windows and other places’

Creative workshops

Valerie Williams-Sanchez

‘Mirrors, Windows and Sliding Glass Doors’

Serene Hui

‘Rehearsal for disasters: scores for manoeuvring through liminal spaces’

This two-and-a-half day online Symposium is designed to generate active discussion, focusing on thinking and talking rather than formal presentations. The contributions are grouped into parallel break-out sessions of 90 minutes, during which each presenter will speak for max 10 minutes, and the subsequent discussion will aim to explore the key theme of the panel.


As a physical space of habitation, dwellings may take many forms, such as houses, castles, apartments, convents, caravans, huts, or barges. Moreover, dwelling – both noun and verb – implies a certain ‘staying put’ or even permanence. Dwelling might then be a state of rootedness and safety, the opposite of temporary spaces such as refugee camps, prisons, and hospitals. Space is a dimension that permits the formation of places, which for geographer Doreen Massey (1994) have multiple non-static identities. A place within a space can harmonize or clash with its surroundings. For Bachelard (1961), places and spaces are tied to identity-formation via an architectural engagement with dwellings. As a space of intimacy, a dwelling can constitute a ‘cosmos’ of the self, and it could be explored through topographical surveys or mappings of the paraphernalia, ambiances, memories, and imaginaries of living, as in the fiction and non-fiction of Georges Perec.

Exploring dwelling as a relationship with space, Bourdieu’s work on the ‘Berber house’ (1970) questions the modernist idea of space as nothingness or void. Heidegger’s ‘Building, Dwelling, Thinking’ (1954), an essential text for modern architecture, links human inscapes with the (im)material realities of building and dwelling. For the dweller, the relation to space and place entails simultaneously a withdrawal into a demarcated space for shelter and the creation of a sense of belonging. Humanity’s sense of place and space has never been more prominent than it is today. The COVID-19 pandemic has confined many people to cramped urban dwellings or inhospitable spaces (e.g., quarantine hotels), turned homes into offices, and changed the topography of everyday life. This crisis, along with economic inequalities, climate change, and mass migration events, confirms the need for a radical reassessment of sustainable human dwelling on earth. This Symposium will engage in creative and critical discussion on dwelling in both the verbal and the nominal sense and on how we live or wish to live in the world.

Membership of CLE is required. To join, see Sign up for Membership – Cultural Literacy Everywhere www.cle.world

3.11.        The 2021-22 Institute of Modern Languages Research’s free training programme


School of Advanced Study | University of London

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 April to June 2022:

  1. Decolonising Data for Cultural Research in the Global South  

Session Leaders: Claire Griffiths (Chester) and Monika Kukolova (Salford)

Date and time: Wednesday 27 April 2022, 2 – 4pm (London)

Booking Link: Decolonising Data for Cultural Research in the Global South | The Institute of Modern Languages Research (sas.ac.uk)

  1. Visual Culture and Modern Languages Research

Session Leader: Linde Luijnenburg (Amsterdam)

Date and time: Wednesday 11 May 2022, 2:30 – 4pm (London)

Booking Link: Visual Culture and Modern Languages Research | The Institute of Modern Languages Research (sas.ac.uk)

  1. Grounding World Literature

Session Leader: Jack Clift (SOAS)

Date and time: Wednesday 18 May 2022, 2 – 4pm (London)

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

  1. Languages Research in Schools

Session Leader: Gitanjali Patel (Shadow Heroes)

Date and time: Wednesday 22 June 2022, 2 – 4pm (London)

Booking Link: Languages Research in Schools | The Institute of Modern Languages Research (sas.ac.uk)

  1. Decolonial Theory for Modern Languages Researchers

Session Leaders: Adi Saleem Bharat (Michigan) and Joe Ford (IMLR)

Date and time: Wednesday 29 June 2022, 3 – 5pm (London)

Booking Link: Decolonial Theory for Modern Languages Researchers | The Institute of Modern Languages Research (sas.ac.uk)

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

3.12.        Beyond Words Festival, 16 – 22 May at the Institut français, London.

From 16 to 22 May, the Institut Français in London goes beyond words and brings Algeria into focus on the 60th anniversary of its independence. Renowned Algerian authors (Kamel Daoud, Faïza Guène, Jeanne Benameur) will be invited to discuss the themes of independence, post-colonialism, heritage and feminism. A film programme will also feature several authors of Algerian heritage such as Lina Soualem and Hassen Ferhani. 


3.13.        Un/Making Graphic History: BD and Narratives of Resistance in French” Call for Papers

In recent years, bande dessinées and graphic novels, as both fiction and/or documentary, have become a popular medium to shed light on unknown or forgotten parts of history or to raise awareness on current socio-political realities and challenges. BDs and graphic novels in French have tackled various topics such as the environmental and socio-economic impact of urban growth (Rural!, 2001), the chlordecone pollution in the French Antilles from 1972 to 1993 (Tropiques toxiques, 2020), the infestation of sargassum seaweed on the shores of Caribbean islands (Mission Pas Possible-Opération Sargasses, 2020), the deportation of children from Réunion to rural hexagonal France (mainly Creuse) from 1964 to 1984 (Piments zoizos: les enfants oubliés de La Réunion, 2020), or the formation of the Vietnamese diaspora in French territories in the context of the Vietnam War (series Mémoires de Viet-Kieu, 2010 – 2020).

We invite chapter proposals in English for a forthcoming edited volume with New Directions in Francophone Studies: Diversity, Decolonization, Queerness (an EUP series). This collection will examine the political, aesthetic, and ethical gestures embedded in bande dessinées and graphic novels in order to bear witness to, inform, or question our past and contemporary realities. Through the combination of image and text, the medium encourages us to reconsider the possibilities and limits of documentary and/or fictional, personal, and collective accounts, examining the historical, political, aesthetic, and pedagogical relevance of the medium. This volume will explore some of the following questions: how do BDs and graphic novels examine environmental, gender, racial, religious, political, and social questions? How do the media, through the combination of text and image, engage with notions of voice, power, bias, and perspective? How are the media relevant to the exploration of individual and collective identity de/construction? How are BDs and graphic novels a valuable pedagogical tool to discuss diversity, decolonization, inclusion, and social justice issues?

Chapters may investigate the intersection between graphic novels/bande dessinées, aesthetics, and history. Topics may include, but are not limited to:

– bande dessinée as pedagogical tool

– border, migration, exile

– colonialism and imperialism

– diversity and representation

– ecology

– gender and queer identity

– graphic novels/bande dessinées as a form of activism

– multilingualism and translation

– place of graphic novels/bande dessinées in historical narratives

– race

– religion

– universalism

Abstracts (300 words) and bios (100 words) for proposed chapters should be submitted by June 1, 2022 to the editors of the collection, Jennifer Boum Make (jb2899@georgetown.edu) and Charly Verstraet (cverstr@uab.edu). By June 7, potential contributors will be contacted regarding the status of their abstract. Ultimately, articles should be between 4000 and 5000 words including footnotes and references. Complete chapters will be due December 15, 2022.

Publication Schedule:

June 1, 2022: Submission for Abstracts

June 7, 2022: Notification of Acceptance

Summer 2022: Book proposal submitted to NDFS/EUP for review and contract

December 15, 2022: Chapter Submission (5,000 words max)

Early 2023: Peer-review process and revisions

Early 2024: Publication

3.14.        “Comparative Conversations”, BCLA Spring 2022 Seminar Series (via Zoom)

Submitting comparative articles to academic journals

5 May 2022, from 2-3.30 pm UK time

Chair: Dr Ian Ellison (University of Kent)

Speakers: Dr Adhira Mangalagiri (Queen Mary, University of London), Dr Richard Hibbitt (University of Leeds), Dr Lucy O’Meara (University of Kent), Prof. Muireann Maguire (University of Exeter)


* * *


How to publish an academic book

19 May 2022, from 2-3.30 pm UK time

Chair: Jessica Sequeira (University of Cambridge)

Speakers: Prof. Susan Bassnett (University of Glasgow/University of Warwick), Dr Graham Nelson (University of Oxford)


* * *


Navigating the job market: Applying for jobs and research funding

9 June 2022, from 2-3.30 pm UK time

Chair: Dr Joanna Rzepa (University of Essex)

Speakers: Dr Nicola Thomas (Lancaster University), Dr Shanti Graheli (University of Glasgow), Dr Will McMorran (Queen Mary University of London)


3.15.        SAS Research Training Programme 2021 / 22  



Registration is now open for the School of Advanced Study free research training programme for Term 3. These sessions are open to researchers at all levels in the UK and beyond, but advance registration using the booking links below is essential. 

Wednesday 4th May 2022, 11:00 – 12:00: Crafting your Academic Writing Crafting your Academic Writing | School of Advanced Study (sas.ac.uk) 

Monday 9th May 2022, 14:00 – 15:00: Managing your Time as a Researcher – Optimise the Summer Managing your Time as a Researcher – Optimise the Summer | School of Advanced Study (sas.ac.uk) 

Wednesday 11th May 2022, 14:30 – 16:00: Visual Culture and Modern Languages Research Visual Culture and Modern Languages Research | The Institute of Modern Languages Research (sas.ac.uk) 

Monday 16th May 2022, 14:00 – 15:00: Overview of Books Publishing Overview of Books Publishing | School of Advanced Study (sas.ac.uk) 

Wednesday 18th May 2022, 14:00 – 16:00: Grounding World Literature Grounding World Literature | The Institute of Modern Languages Research (sas.ac.uk) 

Wednesday 25th May 2022, 11:00 – 12:00: Writing for Different Audiences: Academic Blogging and Other Formats Writing for Different Audiences: Academic Blogging and Other Formats | School of Advanced Study (sas.ac.uk) 

Wednesday 1st June 2022, 11:00 – 12:00: Research as Storytelling: Retelling your Research in Different Ways Research as Storytelling: Retelling your Research in Different Ways | School of Advanced Study (sas.ac.uk) 

Wednesday 8th June 2022, 11:00 – 13:00: Public Speaking Public Speaking | School of Advanced Study (sas.ac.uk) 

Wednesday 15th June 2022, 14:00 – 16:00: Teaching Skills for the PhD Student Teaching Skills for the PhD Student | School of Advanced Study (sas.ac.uk) 

Wednesday 22nd June 2022, 14:00 – 16:00: Languages Research in Schools Languages Research in Schools | The Institute of Modern Languages Research (sas.ac.uk) 

Wednesday 29th June 2022, 15:00 – 17:00: Decolonial Theory for Modern Languages Researchers Decolonial Theory for Modern Languages Researchers | The Institute of Modern Languages Research (sas.ac.uk) 

3.16.        The Goldsmiths Centre for Comparative Literature Postcolonial Theatre series, May 2022

This series of talks by members of the Goldsmiths Department of Theatre and Performance will examine how contemporary theatre from the UK, USA, France and West Africa is staging legacies of colonial history in postcolonial societies today.

The events will be recorded and videos will be posted on this page as soon as possible after the event.

The talks in this series will include:

Clare Finburgh-Delijani, ‘Hear the Bones Sing’: Postcolonial Ghost Plays
5 May 2022, 6.00PM BST, online. 

What can ghosts teach us about how to live together in postcolonial societies such as the UK or France?

‘[O]ne of my tasks as a playwright is to […] locate the ancestral burial ground, dig for bones, find bones, hear the bones sing, write it down’, explains African American playwright Suzan-Lori Parks (2014). My paper examines how a range of playwrights on both sides of the Atlantic are evoking colonial pasts, and their impact on the present, via ghosts. The performance artist Selina Thompson says about her show salt. (2018), where she explores being haunted by the fact that she is descended from enslaved people: ‘I’m just gonna really sit with all of this pain, all of this trauma, all of this intergenerational baggage, I’m really gonna sit with its global impact, its temporal impact and I’m gonna stay there for a bit.’ (2017).

In Alexandra Badea’s Points de non-retour : Quai de Seine (2019), the central character has recurring nightmares in which the unburied of the Paris massacre of Algerian protesters in October 1961, drift along the River Seine, frozen in blocks of ice. In this presentation I illustrate how ghosts ‘haunt’ contemporary theatre with reminders that, in the words of African-American studies specialist Saidiya Hartman, the colonial past has not passed; that, to borrow from fellow African American scholar Christina Sharpe, ‘the calculus of dehumaning started long ago [is] still operative’.

Revenants in these plays return to demand repair for injustices perpetrated in the past. At the same time, spectres create a doubling, the indeterminacy of which troubles monocultural notions of national identity, instead proposing postcolonial societies as a multi-ethnic and multidenominational.

Professor Clare Finburgh Delijani, Deputy Director of the CCL, is a researcher and teacher in the Department of Theatre and Performance at Goldsmiths University of London. She has written and edited many books and articles on theatre from France, the French-speaking world and the UK, including a special issue of Théâtre/Public on the Situationist International (2019), The Great Stage DirectorsLittlewood, Planchon, Strehler (2018, with Peter Boenisch), Watching War on the Twenty-First-Century Stage: Spectacles of Conflict (2017), Rethinking the Theatre of the Absurd: Ecology, the Environment and the Greening of the Modern Stage (2015, with Carl Lavery) and Jean Genet (2012, with David Bradby). She is currently writing a book on theatre in France that addresses the nation’s colonial past, and multi-ethnic present.

Clare’s talk will be chaired by Dr. Mairi Neeves, Lecturer in Postcolonial Literature at Goldsmiths, University of London. Mairi’s work includes We are all Rwandans (as production manager; 2008), winner of Best World Cinema Short, Phoenix International Film Festival 2008; the documentary on Apartheid in Israel/Palestine Hidden From View (as co-director/producer; 2007);and the feature length documentary on extreme global poverty 58 – The Film (as writer, assistant director/producer; 2011).

Attendance is free but booking will be essential to receive a link to attend: https://www.eventbrite.co.uk/e/hear-the-bones-sing-postcolonial-ghost-plays-tickets-268856235237

Tiziana Morosetti, Reimagining the Victorian Past in African and in Black Diasporic Theatre
19 May 2022, 6.00PM BST, online

Several African American and Black British playwrights have engaged in the past 25 years with material from the Victorian past. If issues of slavery and segregation have been at the forefront, aligning theatre to neo-Victorian and neo-Slavery narratives, Black playwrights have also engaged with specific figures from the long 19th century, from Suzan-Lori Parks’s Venus (1996), which first brought on the contemporary stage the story of Sarah Baartman (or the ‘Hottentot Venus’), to Branden Jacobs-Jenkins’s An Octoroon (2014), which rewrites Dion Boucicault’s The Octoroon (1859) while also addressing (quite literally) the presence and relevance of Boucicault on the British stage.

In my paper, I will consider as part of this emerging corpus two recent Black British plays that specifically engage with the Victorian past: Winsome Pinnock’s Rockets and Blue Lights (2018), and Janice Okoh’s The Gift (2019), which engage, respectively, with the painter William Turner (1775-1851) and with Sara Forbes Bonetta (1843-1880), goddaughter of Queen Victoria and formerly an enslaved child in the Kingdom of Dahomey. In discussing ways in which the Victorian past becomes an essential reference point in addressing questions of identity, (neo)colonialism, and racism today, I will compare these plays to two Nigerian examples that display similar engagement: Ola Rotimi’s Ovonramwen Nogbaisi (1974), which reflects on colonialism through the portrait of the Oba of Benin (1857-1914) and the British Expedition of 1897; and Femi Osofisan’s Ajayi Crowther (2002), which celebrates the figure of the Nigerian linguist and clergyman (1809-91).

I will argue these examples, while displaying a closer focus on African history and overall different aesthetics, complement the vision of Black British playwrights by commenting on, and proposing counter-narratives to, the relation between Black cultures and white British power during the reign of Victoria.

Attendance is free but booking will be essential to receive a link to attend. Booking will open soon. https://www.eventbrite.co.uk/e/reimagining-the-victorian-past-in-african-and-in-black-diasporic-theatre-tickets-298013695987

Dr Tiziana Morosetti is an Associate Lecturer in Theatre and Performance at Goldsmiths, University of London. She is also an affiliate to the African Studies Centre, Oxford. She works on representations of race, Blackness and diversity on the 19th-century and contemporary British stage; and on Black drama, especially African. She is the editor of Staging the Other in Nineteenth-century British Drama (Peter Lang 2016), Africa on the Contemporary London Stage (Palgrave 2018) and, with Osita Okagbue, The Palgrave Handbook of Theatre and Race (2021). She is the General Secretary of the African Theatre Association UK (AfTA) and the co-founder and deputy director of the journal Quaderni del ’900.

Tiziana’s talk will be chaired by Lynette Goddard, Professor of Black Theatre and Performance at Royal Holloway, University of London. Their research focuses on documenting and analysing the contemporary histories of contemporary Black British theatre by looking at the politics of representation and the careers of performers, playwrights and directors. As well as numerous articles and chapters, they have published two full-length monographs Staging Black Feminisms: Identity, Politics, Performance (Palgrave, 2007) and Contemporary Black British Playwrights: Margins to Mainstream (Palgrave, 2015), one shorter book, Errol John’s Moon on a Rainbow Shawl (Routledge, 2017), and co-edited Modern and Contemporary Black British Drama (Palgrave, 2014). They selected and introduced the plays for The Methuen Drama Book of Plays by Black British Writers (2011) and wrote introductions for Mojisola Adebayo Plays One (Oberon, 2011) and Mojisola Adebayo Plays Two (Oberon, 2019). They are currently co-editing the anthology Black British Queer Plays and Practitioners (Methuen) and the two-volume Routledge History of Contemporary British Theatre.

Sola Adeyemi, Refracted from the Canon: The Transmuted Form of Europe’s Ambassador to Africa
26 May 2022, 6.00PM BST, online

In this presentation, I am going to be exploring the idea of tragedy from the perspective of Yoruba culture. I shall frame this exploration from the refracted premise of classical European canon and how the meaning of tragedy has been altered to become part of the arsenal of anticolonial agency as deployed to the consecrated ritual space of the Yoruba people of West Africa.  More specifically, I shall be examining the transmutation of the tragic form in Nigerian playwright Femi Osofisan’s Wèsóo, Hamlet! Or The Resurrection of Hamlet (Re-reading of Shakespeare’s Hamlet) (2012) and in Wole Soyinka’s The Bacchae of Euripides (1969). My focus will be on how these playwrights’ re-reading – or re-interpretation – of Shakespeare’s The Tragedy of Hamlet, Prince of Denmark and Euripides’ Bacchae serve as a refraction of the tragic form from the canon to a different understanding, in a different cultural setting, with diverse conventions; and where the understanding of tragedy is somewhat more communal, abstract, and more intercultural, and where the recognition accorded that form of drama is elevated.

In my presentation, I aim to show that the process of re-interpreting the essence of the canonical god in the new space of Yoruba culture, or of translating the attributes with a new understanding and awareness, is more dialectical and more interwoven than the historical or anthropological process of re-working canonical texts by African writers.

Attendance is free but booking will be essential. Booking will open soon.

Dr Sola Adeyemi is a Lecturer in Drama at the University of East Anglia. His researches are in world theatre and performance studies, African Literary Studies, and postcolonial literature and theatre (and the themes of decolonial and Global South studies). He is the author of Vision of Change in African Drama: Deconstructing Identity and Reconfiguring History (2019). Currently, he is working on ‘Dramatizing the Postcolony: Nigerian Drama and Theatre. His latest research is on performances after apartheid in South Africa and in Nigeria after the military dictatorship morphed into situations of ‘undeclared’ pre-colonial feudalistic insurrections, titled “Laughing from Both Barrels: New Satire in Modern African Performances”.

 Sola’s talk will be chaired by Professor Samuel Kasule. Professor Kasule holds a BA in English and Drama and Diploma in Education from Makerere University, Uganda, and MA in Theatre Studies and PhD in Drama and Theatre from the University of Leeds. He is a founding member of the African Theatre Association and founding Reviews Editor of African Performance Review (APR). He was the President of the African Theatre Association between 2014 and 2020. His latest work (with Osita Okagbue) is Theatre and Performance in East Africa (London: Routledge, 2021)

4.  New Titles

4.1.            Ahmed ISMAÏLI, Rhétorique arabe et rhétorique occidentale : Bayān et figures de style,  Paris, L’Harmattan, 2022.

L’essor actuel de la rhétorique, dont la fonction fondamentale est la persuasion, s’accompagne parfois du désir de confronter les différentes traditions relevant du même domaine. S’inscrivant dans cette optique, cet ouvrage propose une mise en parallèle entre la balāġa et la rhétorique française en examinant leur genèse, leur mutation et leur organisation avant de confronter les différentes figures qui constituent le bayān et les procédés équivalents dans la rhétorique occidentale telles que la comparaison, la métaphore, la métonymie, la synecdoque, la périphrase, l’allégorie et l’euphémisme.  La démarche suivie permet de saisir aisément la distance qui sépare la balāġa  de l’art oratoire européen.

4.2.            François Martin et Jean-Dominique Pénel, Le passage de la Croisière noire au Niger, novembre décembre 1924, Paris, L’Harmattan, 2022.

4.3.            Animal et animalité, Stratégies de représentation dans les littératures d’expression française, Sous la direction de Sara BUEKENS et Julien DEFRAEYE, Classique Garnier, coll. « Rencontres », 2022.


Le présent ouvrage examine les éthiques et esthétiques animales mises en avant par diverses littératures d’expression française et explore les stratégies de représentation déployées par le langage littéraire pour saisir l’animal dans sa singularité propre.

This book examines the ethics and aesthetics of animals put forward by various francophone literatures and explores the strategies of representation deployed by this literary language to grasp the animal in its own singularity.


Avec les contributions de : Anne-Sophie Donnarieix, Sara Buekens, Marie Vigy, Ninon Chavoz, Alice Desquilbet, Xavier Garnier, Éric Le Calvez, Ninon Vessier, Riccardo Barontini, Julien Defraeye, Nathan Germain, Hannah Cornelus, Jasmine Martin-Marcotte, Scott Powers et Alain Romestaing

4.4.            Jennifer L. Palmer, Intimate Bonds, Family and Slavery in the French Atlantic



Receive a 20% discount online*:


*Valid until 11:59 GMT, 31st December 2022. Discount only applies to the CAP website.


Winner of the 2016 French Colonial Historical Society Mary Alice and Philip Boucher Book Prize

Following the stories of families who built their lives and fortunes across the Atlantic Ocean, Intimate Bonds explores how households anchored the French empire and shaped the meanings of race, slavery, and gender in the early modern period. As race-based slavery became entrenched in French laws, all household members in the French Atlantic world —regardless of their status, gender, or race—negotiated increasingly stratified legal understandings of race and gender.

Through her focus on household relationships, Jennifer L. Palmer reveals how intimacy not only led to the seemingly immutable hierarchies of the plantation system but also caused these hierarchies to collapse even before the age of Atlantic revolutions. Placing families at the center of the French Atlantic world, Palmer uses the concept of intimacy to illustrate how race, gender, and the law intersected to form a new worldview. Through analysis of personal, mercantile, and legal relationships, Intimate Bonds demonstrates that even in an era of intensifying racial stratification, slave owners and slaves, whites and people of color, men and women all adapted creatively to growing barriers, thus challenging the emerging paradigm of the nuclear family. This engagingly written history reveals that personal choices and family strategies shaped larger cultural and legal shifts in the meanings of race, slavery, family, patriarchy, and colonialism itself.

Jennifer L. Palmer is Associate Professor of History at the University of Georgia.

4.5.            Siham Bouamer, Loïc Bourdeau, Diversity and Decolonization in French Studies, New Approaches to Teaching, Springer, 2022.

https://link.springer.com/book/10.1007/978-3-030-95357-7 (also available for rent on amazon)


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 Associate 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. 


french curriculum ; critical pedagogy ; decolonization ; second language aquisition ; feminism ; critical race studies

Table of Contents

Introduction: Toward Diversity and Decolonization

Siham Bouamer, Loïc Bourdeau

Pages 1-14

  1. Dismantling the ‘Francophonie’: Language, Race, and Empire

Front Matter

Pages 15-15


Multilingual Texts and Contexts: Inclusive Pedagogies in the French Foreign Language Classroom

Cecilia Benaglia, Maya Angela Smith

Pages 17-32

Unlearning Francophonie: Legacies of Colonialism in French Grammar Textbooks

Madeline Bedecarré

Pages 33-50

Racism, Colonialism, and the Limits of Diversity: The Racialized “Other” in French Foreign Language Textbooks

Julia D. Spiegelman

Pages 51-64

Making the Colonial Present Audible to Our Students and Ourselves

Kristen Stern

Pages 65-75

Blackness and Social Justice in the French Classroom

Marda Messay

Pages 77-91

Honoring Native American Voices in the Francophone Studies Classroom: Restoring Oral Testimonies to Their Rightful Place in the Story of the Early Modern Americas

Charlotte Daniels, Katherine Dauge-Roth

Pages 93-114

  1. Intersectional French Studies

Front Matter

Pages 115-115


Halte au capacitisme! A Toolkit for Creating Accessible French Language Classrooms for Neurodiverse Students and Students with Disabilities

Thea Fronsman-Cecil

Pages 117-135

Language Policy and Change in the Classroom: Teaching the Feminization of Professional Titles in Intermediate French

Alisha Reaves

Pages 137-149

Teaching French Feminisms from an Intersectional Perspective

Blase  A. Provitola

Pages 151-163

Teaching Trans Knowledges: Situating Expansive Possibilities in an Intermediate French Course

Kris Aric Knisely

Pages 165-180

  1. Beyond the Textbook: New Teaching Strategies

Front Matter

Pages 181-181


Queering the French Language Classroom: A Social Justice Approach to Discussing Gender, Privilege, and Oppression

Hasheem Hakeem

Pages 183-196

Decanonizing Contemporary Culture Courses: Teaching Culture with Twitter

Daniel N. Maroun

Pages 197-210

Approaching Plurality and Contributing to Diversity Through Podcast Pedagogy

Thomas Muzart

Pages 211-227

Beyond the Book: Multimodal Texts and Assignments as Anti-Racist Pedagogy

Bethany Schiffman

Pages 229-244

Decolonial and Feminist Course Design and Assessment in the First-Year French Curriculum

Kelly Biers

Pages 245-257

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