The editorial board of Relief – Revue électronique de littérature française (revue-relief.org) – invites you to submit contributions for a special issue on the relationship between children’s literature and life writing. The issue will be edited by Régine Battiston and Arnaud Genon (Institut de recherche en langues et littératures, Université de Haute-Alsace).

Autobiography, as defined by Philippe Lejeune in the 1970s, has rarely been used in children’s literature. The pact of truth and transparency postulated by the genre seems difficult to reconcile with an audience of young readers. For these reasons, real-life confessions are relatively rare, although a few “canonical” texts come to mind, such as Jules Renard’s Poil de Carotte (1894), Marcel Pagnol’s trilogy initiated by La Gloire de mon père (1957), Tomi Ungerer’s À la guerre comme à la guerre (1991), Jean-Claude Moscovici’s Voyage à Pitchipoï (1995), and, in non Francophone literature, The Diary of Anne Frank (1947), Roald Dahl’s Boy: Tales of Childhood (1984), and Zlata Filipović’s Zlata’s Diary (1991). Autobiographical devices in the broadest sense of the term (first-person narration, diaries, epistolary exchanges) have nonetheless been widely exploited by authors wishing to create the close, intimate bond between characters and readers that fictitious autobiographical writing makes possible. A case in point are the novels of formation, initiation or apprenticeship aimed at young readers, which, since the end of the 18th century, have recounted the fictional lives of young characters (Hector Malot’s Sans famille, 1878) or the fictionalized life of the author (Azouz Begag’s Le Gone du Chaâba, 1986).

Children’s authors may resort to autobiographical disguise because the unvarnished truth cannot be told. Simulation and concealment, rewriting, transformation, the disguise of reality under metaphors, as well as its fabrication in autofictional practices, are means sometimes used to make stories credible, accessible or in line with the expectations of the target audience and the prescribers of this type of literature (parents, teachers, librarians, etc.).

In France, autobiographies for young readers have developed as a genre over the last 20 years, and entire collections are dedicated to it (see the “Confessions” collection created in the early 2000s by the publishing house De la Martinière). One reason why these stories are so successful is their ability to create a close bond with young readers who are looking for authentic, sincere voices that can speak to them and echo their own problems.

It will be interesting to study, in francophone literature and possibly in comparison with European practices, the way in which the “self” can be written in books intended for a young audience, how these texts manage to make the child’s voice heard, and represent the universe of childhood through the adult who writes, whether it’s a wounded or a happy childhood. The universe created sometimes shows the weight of customs, misunderstandings, family and social rules, the wounds and damage caused by adult behaviour, the suffering of children and their possible resilience. In addition, we need to consider the whole range of children’s literature that uses the enunciative or generic devices specific to the autobiographical genre in the service of a literature that is nonetheless totally fictional, in which the imaginary or imagined world transcends reality, and enables young readers to identify with the story of the characters portrayed (Bertrand Santini’s Journal de Gurty series, or Jeff Kinney’s Journal d’un dégonflé series). In this sense, these narratives enable readers to construct their own identity through that of the character, and more generally through the stories they are reading. They also shed light on discourses and representations of childhood over time. This analytical work will be all the more appreciated as interest in these questions is often limited to a few pages in theoretical writings devoted to children’s literature (Daniel Delbrassine, Le roman pour adolescent aujourd’hui : écriture, thématiques et réception, SCÉRÉN-CRDP de l’académie de Créteil, 2006, Christian Chelebourg, Francis Marcoin, La littérature de jeunesse, Armand Colin, 2007, Nathalie Prince, La littérature de jeunesse, Armand Colin, 2021) – when it’s not completely ignored.

Contributions may focus on autobiographical and autofictional projects, on the narrative devices used (perspective and point of view, the problem of chosen spaces and temporalities…), on the way to talk about oneself by constructing one’s discourse, on impediments to confession, on what distinguishes words and intentions. We’ll also look at the voices/ways writers choose to make themselves heard by young readers. Proposals may also focus on the effects produced, on reception and on the target audience (young children or teenagers), in relation to the choice of material and its implementation. The relationship with the reader in autobiographical children’s literature could also be the subject of analysis: does an author writing for a young reader adopt the same writing methods as when writing for an adult? This question links up with that of editorial strategies: which ones facilitate access to these confessions? In direct relation to these questions, we might also ask why the corpus of overtly autobiographical literature is limited when aimed at young readers, when on the contrary, since the late 70s, it has been booming in the field of so-called general literature. Are young readers losing interest in the experiences of their elders?

Once these theoretical aspects have been considered, it would be interesting to open up a more specifically didactic section, which would examine, for example, the ways in which autobiographical literature (or literature presenting itself as such) is being taught to young readers. What is at stake in the teaching of these “life” writings? Are there any particular approaches to the reception of autobiographical and autofictional texts fin classroom practices? Can these texts be used as a tool for encouraging students to write? Proposals for articles along these lines would complement and renew work already carried out in 2001 (L’autobiographie en classe, edited by Marie-Hélène Roques, Delagrave/CRDP Midi-Pyrénées, 2001) and in the journal Repères in 2006 (“L’écriture de soi et l’école”, edited by Marie-France Bishop and Marie-Claude Penloup, Repères, recherches en didactique du français langue maternelle, n°34, 2006).

Contributions, in French or in English, will preferably focus on a French-language corpus. Links or comparisons with foreign works might help to highlight any convergences or possible particularities.

Deadline for submissions: July 1, 2024.

Authors of selected proposals must submit the complete article (6,000 to 8,000 words) in accordance with Relief‘s style sheet by December 1, 2024. In accordance with the journal’s protocol, contributions will undergo double-blind review for publication in Relief in September 2025. Please send a proposal of around 300 words, together with a brief biobibliographical note, to revuerelief@gmail.com and to ecrituredesoi2024.ille@uha.fr.

About the journal

Relief – Revue électronique de littérature française is an international peer-reviewed scientific journal devoted to literary and cultural studies. Its historical scope is open, as long as it is related to French-language corpora. Relief is a meeting place for the study of literatures, texts and discourses. Bilingual (French-English) and pioneering, Relief has been an open-access digital journal since its first issue in 2007. Relief is published twice a year. Issues are organized by theme or by monograph, but each issue reserves space for diverse contributions and book reviews. Website: www.revue-relief.org.

Theoretical bibliography on autobiographical genres

Allamand Carole, Le « Pacte » de Philippe Lejeune ou l’autobiographie en théorie, édition critique et commentaire, Honoré Champion, 2018.

Burgelin, Claude, Grell, Isabelle, avec la collaboration de Roger-Yves Roch, Autofiction(s), actes du colloque de Cerisy-la-Salle, Lyon, PUL, 2010.

Colonna, Vincent, Autofiction & autres mythomanies littéraires, Auch, Tristram, 2004.

Forest, Philippe, Le Roman, le je, Nantes, Éditions Pleins Feux, 2001.

Forest, Philippe, Les Romans du Je (avec Claude Gaugain), « Horizons comparatistes », Pleins Feux/ Université de Nantes, Nantes, 2001.

Gasparini, Philippe, Autofiction – Une aventure du langage, Paris, Seuil, Poétique, 2008.

Gasparini, Philippe, Est-il je ? Roman autobiographique et autofiction, Paris, Seuil, Poétique, 2004.

Genon, Arnaud, Autofiction : pratiques et théories (Articles), Mon Petit Editeur, coll. Essai, 2013.

Lecarme, Jacques ; Lecarme-tabone, Éliane, L’Autobiographie, Paris, Armand Colin, 1997.

Lejeune, Philippe, Le Pacte autobiographique, Paris, Seuil, 1975.

Lejeune, Philippe, L’Autobiographie en France, Paris, Armand Colin, 1971.

Bibliography children’s literature

Chelebourg, Christian et Marcoin, Francis, La Littérature de jeunesse, Paris, Armand Colin, 2007.

Diament, Nic, Histoire des livres pour les enfants : du Petit Chaperon rouge à Harry Potter, Montrouge, Bayard éditions, 2008.

Escarpit, Denise, La littérature de jeunesse, itinéraires d’hier à aujourd’hui, Paris, Magnard, 2008.

Lévêque, Mathilde, Écrire pour la jeunesse en France et en Allemagne dans l’entre-deux-guerres, Rennes, Presses Universitaires de Rennes, 2011.

Lévêque, Mathilde, Histoire de la littérature allemande pour la jeunesse, Vincennes, Editions Thierry Marchaisse, 2017.

Mas, Marion et Mercier-Faivre, Anne-Marie (Dir.), Écrire pour la jeunesse et pour les adultes. D’un lectorat à l’autre, Classiques Garnier, Collection Rencontres, n° 459, 2020.

Nières-Chevrel, Isabelle, Introduction à la littérature de jeunesse, Paris, Didier, 2009.

Nières-Chevrel, Isabelle, et Perrot, Jean, Dictionnaire du livre de jeunesse, Paris, Editions du cercle de la librairie, 2013.

Nières-Chevrel, Isabelle, Littérature de jeunesse : incertaines frontières, Actes du colloque de Cerisy la Salle (5-11 juin 2004), Paris, Gallimard jeunesse, 2005.

Pham Dinh, Rose-May et Douglas, Virginie (Dir.), Histoires de famille et littérature de jeunesse / Family Stories and Children’s Literature. Filiation, transmission, réinvention ? / Parentage, Transmission or Reinvention?, Peter Lang, collection “Recherches comparatives sur les livres et le multimédia d’enfance”.

Poslaniec, Christian, Des Livres d’enfants à la littérature de jeunesse, Paris, Découvertes Gallimard, Bibliothèque nationale de France Littératures, 2008.

Prince, Nathalie, Thiltges, Sébastian, co-graphies : écologie et littératures pour la jeunesse, Presses Universitaires de Rennes, PUR, coll. “Interférences”, 2018.

Prince, Nathalie, La Littérature de jeunesse, Paris, Armand Colin, 2021 (3e édition).

Prince, Nathalie (Dir.), La littérature de jeunesse en question(s), Rennes, Presses Universitaires de Rennes, 2009.

Schneider, Anne et Jeannin, Magali (Dir.), Littératures de l’altérité, altérités de la littérature, collection Dyptique, Université de Namur, 2020.

Soriano, Marc, Guide de la littérature pour la jeunesse : courants, problèmes, choix d’auteurs, Paris, Flammarion, 1975 (Delagrave, 2002).

Children’s literature and didactics

Ahr, Sylviane et Mongenot, Christine (Dir..), (D)Écrire, prescrire, interdire : les professionnels face à la littérature de jeunesse aujourd’hui, 2016.

Bishop, Marie-France et Penloup, Marie-Claude (Dir.), Repères, recherches en didactique du français langue maternelle, n°34, 2006.

Dulibine, Chantal, Grosjean, Bernard, Coups de théâtre en classe entière, CRDP de Créteil, 2004.

Hamaide-Jager, Eléonore, « La mise en abyme de la lecture ou comment l’album peut former son lecteur ? », in Christiane Connan-Pintado, Florence Gaiotti et Bernadette Poulou (éd.), L’album contemporain pour la jeunesse : nouvelles formes, nouveaux lecteurs ?, Actes du colloque de Bordeaux des 28, 29 et 30 novembre 2007, Presses Universitaires de Bordeaux, Modernités, n° 28, novembre 2008, p. 225-235.

Houvel, Christine et Poslaniec Christian, Activités de lecture à partir de la littérature de jeunesse, Paris, Hachette éducation, 2000.

Langbour, Nadège, Littérature de jeunesse : la construction du lecteur, L’Harmattan, 2020.

Massol, Jean-François, et Quet, François (Dir.), L’auteur pour la jeunesse, de l’édition à l’école, Grenoble, ELLUG, 2011.

Poslaniec, Christian, Pratique de la littérature de jeunesse à l’école, Paris, Hachette, 2002.

Roques, Marie-Hélène (Dir.), L’autobiographie en classe, Delagrave/CRDP Midi-Pyrénées, 2001.

1.2 20th/21st Century French and Francophone Studies International Colloquium

UNC Greensboro

https://llc.uncg.edu/2025-french-colloquium/appel-a-contributions/

https://llc.uncg.edu/2025-french-colloquium/call-for-submissions/

20th/21st Century French and Francophone Studies International Colloquium

UNC Greensboro

Marriott Greensboro Downtown

Thursday, March 27-Saturday, March 29, 2025

Call for Submissions

Justice

This colloquium fosters a transatlantic conversation on the complexities of justice and inclusion in the French and Francophone context. 2025 marks key anniversary dates, namely: the first elections in which French women voted (1945), the start of the Mouvement de libération des femmes (1970), the release of the groundbreaking film, La Haine (1995), the social unrest in response to the deaths of Zyed Benna and Bouna Traoré (2005), and the Black Lives Matter (BLM) movement in France following George Floyd’s murder (2020). Cultural, literary, and artistic expressions engage concepts of belonging, reckoning, diversity, and citizenship to reveal social challenges. Literary and cultural production have been imbricated in larger political turning points and events from the French Revolution grounded in Enlightenment ideals and the Haitian Revolution to literary interventions by Victor Hugo and Émile Zola. Committed literature (Albert Camus, Jean-Paul Sartre, and Simone de Beauvoir) and anti-colonial texts (Léopold Senghor, Aimé Césaire, Frantz Fanon, Édouard Glissant, Assia Djebar, and Maryse Condé), for instance, employ creative expression as a means of both engagement and social revolution. As contradictions pertaining to French universalist ideals, “liberté, égalité, and fraternité,” persist, literary and cultural production emerges both as a site toward and away from the political. While ongoing relationships between the metropole and Francophone spaces call for equitable environmental and social relationships, collective change is reflected through and emerges from shifts in literary and cultural production.

Greensboro has a rich history of revolutionary moments and movements: the Battle of Guilford Courthouse during the American Revolutionary War, the Underground Railroad, and the start of the sit-in movement at Woolworth’s lunch counter where four Black students from NC A&T University sat at the whites-only counter. This act of protest by David Richmond, Franklin McCain, Ezell Blair Jr. (now Jibreel Khazan), and Joseph McNeil helped spark the larger U.S Civil Rights Movement. The former store is now the site of the International Civil Rights Center and Museum. This museum educates visitors about the history of the U.S. segregated south while serving as a place of memory and dialogue about current social and racial tensions. We hope that this historical and cultural backdrop will provide the occasion to examine anew representations of justice in ongoing French and Francophone literary and cultural production in a transnational context. We are particularly interested in the ways in which literature, cinema, and media, and cultural production engage with the notion of justice to produce social change and imagine capacious futures.

The organizing committee seeks papers, panels, and roundtables that address a range of topics and inquiry, including:

Activism

Afrofeminism/Black feminism

Belonging

Black Lives Matter (BLM)

Censorship

Citizenship

Civil rights

Colonial legacy and post-colonial struggles

Committed literature

Decolonization and decolonial thought

Emancipatory movements

Environmental justice/Climate justice

Equity

Existentialism

Fracture sociale (unemployment, social exclusion, racial tension, banlieue)

Futures (Afro Futures, Feminist Futures, Queer Futures)

Gender equality and feminism

Gilets jaunes/gilets noirs

Immigration and identity

Inclusion/exclusion

Intersections of race, gender, and social class

Justice/injustice

Laïcité

LGBTQ+ Rights

Nationhood

Poverty, food and housing insecurity

Protest Movements

Reckoning

Representation in media and arts

Resilience

Resistance

Responsibility

Responses to social movements and inclusion (critiques of le wokeism)

Revolutions

Segregation

Social classes/working class

Social media

Social movements

Socialism, Communism, Marxism, Maoism, and international movements

Transnational liberation movements

Women’s literary and artistic production

Workers’ movements

Please submit 250-word abstracts (in French or English) and a brief bio-bibliography and panel proposals by August 30, 2024. https://llc.uncg.edu/2025-french-colloquium/call-for-submissions/

Appel à contributions

Justice

Ce colloque s’engage dans un dialogue transatlantique à propos des enjeux complexes de la justice et de l’inclusion dans le contexte français et francophone. 2025 est une année clef qui marque des anniversaires importants dont : les élections où les Françaises ont voté pour la première fois (1945), le début du Mouvement de libération des femmes (1970), la sortie du film La Haine (1995), les révoltes sociales après la mort de Zyed Benna et Bouna Traoré (2005), et le mouvement Black Lives Matter (BLM) en France après le meurtre de George Floyd (2020). Des expressions culturelles, littéraires, et artistiques évoquent les concepts de l’appartenance, de la prise de conscience, de la diversité, et de la citoyenneté pour démontrer des défis sociaux. La production littéraire et culturelle s’implique dans des mouvements et des événements plus larges, entre autres, la Révolution française ancrée dans les idéaux des Lumières, la Révolution haïtienne, et les interventions littéraires de Victor Hugo et d’Émile Zola. La littérature engagée (Albert Camus, Jean-Paul Sartre, Simone de Beauvoir) et certains textes anticoloniaux (Léopold Senghor, Aimé Césaire, Frantz Fanon, Édouard Glissant, Assia Djebar, and Maryse Condé) forment à la fois un engagement et une révolution sociale. Tandis que des contradictions à propos des idéaux de l’universalisme dont la liberté, l’égalité, et la fraternité, persistent, la production littéraire et culturelle manifeste à la fois un engagement politique et une opposition. Or des relations actuelles entre la métropole et les espaces francophones exigent des rapports équitables, tant au niveau environnemental qu’au niveau social, le changement collectif se reflétant par et à travers la transformation de la production littéraire et culturelle.

La ville de Greensboro en Caroline du Nord possède une riche histoire de moments et de mouvements révolutionnaires : la bataille de Guilford pendant la guerre d’indépendance américaine, le chemin de fer clandestin, et le début du mouvement « sit-in » au comptoir de Woolworth où quatre étudiants Noirs de l’Université A&T en Caroline du Nord se sont assis dans la section réservée aux Blancs. Cette manifestation par David Richmond, Franklin McCain, Ezell Blair Jr. (désormais Jibreel Khazan), et Joseph McNeil a contribué au déclenchement du Mouvement américain des droits civiques, « Civil Rights », aux États-Unis. L’ancien magasin est actuellement le site du Centre et du Musée International. Ce musée a pour but d’éduquer les visiteurs sur l’histoire de la ségrégation raciale dans le sud des États-Unis tout en étant un lieu de mémoire et de dialogue autour des tensions sociales et raciales. Nous voudrions que cet arrière-fond historique et culturel crée l’occasion d’examiner à nouveau les représentations de justice dans la production littéraire et culturelle française et francophone, cela dans un contexte transnational. Nous nous intéressons en particulier à la façon dont la littérature, le cinéma, les médias, et la production culturelle s’engagent à penser la justice afin de produire des changements sociaux et d’imaginer d’autres futurs.

Les propositions de communication, de séances complètes, et de table-ronds pourront explorer les axes suivants (non exclusifs) :

Afroféminisme

Appartenance

Black Lives Matter (BLM)

Censure

Citoyenneté

Classes sociales/classe ouvrière

Création littéraire et artistique des femmes

Décolonialisation/pensée décoloniale

Droits civils et politiques/Mouvement américain des droits civiques

Droits LGBTQ+

Émancipation

Engagement

Existentialisme

Féminisme

Fracture sociale (chômage, exclusion sociale, tension raciale, et banlieue)

Futurs (Futurs afros, futurs féministes, futurs queers)

Gilets jaunes/gilets noirs

Inclusion/exclusion

Intersectionnalité

Justice/injustice

Laïcité

Liberté

Lieux de mémoires

Littérature engagée

Luttes d’indépendance transnationales

Luttes des ouvriers

Manifestations

Mouvements sociaux

Nation

Pauvreté/précarité

Prise de conscience

Réponses aux mouvements sociaux et à l’inclusion (critiques du « wokeism »)

Réseaux sociaux

Résilience

Résistance

Responsabilité

Révolutions

Ségrégation

Socialisme, communisme, marxisme, maoïsme, et mouvements internationaux

Les propositions de communication (250 mots maximum, en français ou en anglais, accompagnées d’une brève notice bio-biographique) et de séances complètes sont à soumettre avant le 30 août 2024. https://llc.uncg.edu/2025-french-colloquium/appel-a-contributions/

1.3 Conference: Comparative Subalternities: Solidarity and Intersectionality across Disciplines

Conference: Comparative Subalternities: Solidarity and Intersectionality across Disciplines

How can comparative research in the humanities and social sciences create intersectional spaces for dialogue, affinities, and solidarities across minoritised communities? Further, how can we do so while also envisioning possible means of resistance against oppression along racialised, gendered and/or other lines? This interdisciplinary conference features talks/presentations that center on historically or socially silenced people from across diverse temporal and geographic contexts, as well as gendered readings of postcolonial/racialised experiences.

The event, held on Tuesday 18^th June 2024 (Alison Richard Building, University of Cambridge), will include panel discussions from postgraduate students across diverse disciplines, followed by a keynote speech by King’s College London’s Dr Anna Bernard, who will be delving into her current research project on solidarity in literature and film that circulated among participants in the Nicaragua solidarity campaign, the anti-apartheid movement, and the Palestine solidarity movement.

This will be followed by a roundtable discussion with Professor Charles Forsdick (French, University of Cambridge), Dr Julian Hargreaves (Sociology, City, University of London), Dr Purba Hossain (History, University of Cambridge), Dr Sidonia Lucia Kula (School of Law, Gender, and Media, SOAS).

Click to register here: https://docs.google.com/forms/d/e/1FAIpQLScYYtBnPNq1c4PNo4FHFnWsOwY1OjXjEcjTDuNA3QOTi1upYA/viewform?pli=1

1.4 French Colonial History Special Issue: “The Intimacies of Empire”

Call for Submissions

Special Issue: “The Intimacies of Empire”

Co-editors: Robin Mitchell and Sue Peabody

Abstract/Proposal Deadline: June 30, 2024

Submission Deadline: October 1, 2024

This issue of French Colonial History will investigate the ways that the domains of the intimate and relationships of intimacy have shaped the workings of colonial power and its consequences across the French empire and Francophone worlds from the sixteenth through the twentieth centuries. Participants in the 2024 French Colonial History Society meeting and other scholars are invited to submit abstracts by June 30, 2024, with complete drafts due October 1, 2024.

Contributions will consider the management of sex, race, and reproduction in the domestic arenas of marriage, concubinage, or parenthood, but also explore other relationships and spaces that constituted “domains of the intimate” within the realms of politics, labor, culture, religion, sociability, war, and prison, among others.

What are the material forms through which intimacy is created, negotiated, and challenged, with what consequences for resistance and democratic reconstruction after the end of formal empire, and for the scholarly practices and geographies of French colonial and postcolonial studies today?

Abstracts/Proposals 500-1,000 words (June 30, 2024) and questions concerning this issue may be directed to the issue co-editors: Robin Mitchell robinmit@buffalo.edu and Sue Peabody speabody@wsu.edu.

Final Submissions (October 1, 2024) should follow the guidelines posted on the French Colonial History journal website: https://frenchcolonial.org/journal/, including:

Articles, normally 8,000-10,000 words in length (including notes), may be submitted in English or French. Quotations from languages other than English or French should be translated into the language in which the manuscript is written.
Manuscripts should be prepared following the posted guidelines and The Chicago Manual of Style (16th edition), which MSUP uses for copyediting, punctuation, endnotes, and style.
Authors should submit their work as an electronic file online. Authors should be sure to retain personal copies of their work in the unlikely event that transmitted files are damaged or lost in transit.

General or technical questions may be addressed to the journal editor: FCH@frenchcolonial.org.

________________________________________________________________________

Appel à soumission

Numéro spécial : “Les Intimités de l’empire”

Coéditrices : Robin Mitchell and Sue Peabody

Date limite de propositions : 30 juin 2024

Date limite de soumissions finales : 1 octobre 2024

Ce numéro de French Colonial History examinera la manière dont les domaines de l’intime et les relations d’intimité ont façonné le fonctionnement du pouvoir colonial et ses conséquences à travers l’Empire français et les mondes francophones du XVIe au XXe siècle. Les participants à la réunion 2024 de la Société française d’histoire coloniale et les autres chercheurs sont invités à soumettre des des propositions (sous la forme d’un résumé de 500 à 1 000 mots) avant le 30 juin 2024, les versions complètes devront être remises pour le 1er octobre 2024.

Les contributions examineront la gestion du sexe, de la race, et de la reproduction dans les sphères domestiques du mariage, du concubinage ou de la parentalité, mais aussi explorer d’autres relations et espaces qui constituaient des « domaines de l’intime » dans les arènes de la politique, le travail, la culture, la religion, la sociabilité, la guerre, et la prison, entre autres.

Quelles sont les formes matérielles par lesquelles l’intimité est créée, négociée et contestée, avec quelles conséquences pour la résistance et la reconstruction démocratique après la fin de l’empire formel, et pour les pratiques savantes et les géographies des études coloniales et postcoloniales françaises d’aujourd’hui ?

Les propositions de 500 à 1 000 mots doivent nous parvenir au plus tard le 30 juin 2024. Toute question concernant ce numéro pourra être adressée aux coéditrices : Robin Mitchell robinmit@buffalo.edu and Sue Peabody speabody@wsu.edu.

La version définitive des articles (1er octobre 2024) doivent suivre les directives publiées sur le site web de la revue French Colonial History : https://frenchcolonial.org/journal/, y compris :

Les articles, normalement de 8 000 à 10 000 mots (y compris les notes), peuvent être soumis en anglais ou en français. Les citations provenant de langues autres que l’anglais ou le français doivent être traduites dans la langue dans laquelle le manuscrit est rédigé.
Les manuscrits doivent être préparés conformément aux directives publiées et au Chicago Manual of Style (16e édition), que Michigan State University Press utilise pour la révision, la ponctuation, les notes de fin et le style.
Les auteurs doivent soumettre leur travail sous forme de fichier électronique via le système de soumission en ligne. Les auteurs doivent s’assurer de conserver des copies personnelles de leur travail dans le cas peu probable où les fichiers transmis seraient endommagés ou perdus pendant le transport.

General or technical questions may be addressed to the journal editor: FCH@frenchcolonial.org.

1.5 Pooling Open-Access Resources: Designing for Justice and Access: Diversity, Decolonization, and the French Curriculum (DDFC)

Call for Papers

Pooling Open-Access Resources: Designing for Justice and Access

Diversity, Decolonization, and the French Curriculum (DDFC)

A Two-day Virtual Conference (Zoom)

November 8-9, 2024

Organizers: The DDFC Steering Committee

Increasingly inclusive, representative, and accessible teaching resources are essential to a socially and pedagogically just learning environment. From traditional tools (textbooks, learning management systems) to new media, AI, and creative assessment design, the resources we use with our students shape not only their French learning experience, but also their sense of self and place in the classroom, and their imaginations of what is possible in the world. However, we may find ourselves in teaching situations where inclusive tools are not readily available, or even where harmful and exclusionary ones are imposed. Locating, assessing, and creating teaching resources can be a daunting and time-consuming process. These pressures are heightened in under-resourced institutions and for precarious and early career colleagues.

As we work toward a more just and collaborative version of our field, the DDFC invites participants in this year’s conference to reflect on the resources we use and make in our teaching, how these contribute to just and accessible learning environments, and how we can best mobilize our shared knowledge and connections to promote, create, and circulate resources. Focused on making these reflections into concrete materials, our goal is to build an open-access digital space in which to share resources made for or inspired by the conference. This share fair will establish guidelines that ensure contributors’ work is credited and official recognition from the DDFC will be provided where relevant, for job applications and tenure/promotion cases. Though this space will be generated after the conference, we encourage participants to prepare their proposals and contributions with a view to eventually producing these tools.

We encourage proposals for single papers (20 minutes), themed panels of three papers (60 minutes), round table discussions (60 minutes), reading groups or more practical or collaborative workshops (60 minutes). Topics may include, but are not limited to:

Mobilizing networks for sharing and co-creating resources
Resisting non-inclusive materials imposed by our institutions
Ungrading
Incorporating diverse values and perspectives in our teaching tools
Gender justice in French language teaching
Economising our time and labor; when to make our own resources?
Designing for disabled and neurodivergent students
Assessing peer reviewed vs. open sourced resources
Codesigning with our students
Using non-traditional resources and media as teaching tools
Designing accessible assessment
Space as resource; rethinking our teaching environments
Accessibility and online teaching
Teaching resources in the age of AI
Paywalls, textbooks, and economic barriers to resources
Supporting graduate and early career teachers and under-resourced colleagues

Abstracts of 250 words (single papers) to 450 words (other formats) should be sent to ddfcemail@gmail.com by August 1, 2024. Selected contributors will be notified in September. In addition to your proposal, we ask that you submit the name of 3 to 5 references (including open-access resources) of your choice that resonate with our theme, ‘Pooling Open-Access Resources: Designing for Justice and Access’. These may but do not have to directly relate to your proposal. We will build a database to share with all participants during the conference.

This event is free and open to all. In lieu of conference fees, we encourage you to donate directly to your local organizations and mutual aid networks that support diversity, equity, inclusion, and social justice. We will provide a list of organizations/networks once conference registration opens.

Please review our conference guidelines and affirmation and the DDFC mission statement.

We encourage the use of Creative Commons licenses (https://creativecommons.org/share-your-work/cclicenses/)

1.6 French Studies and the Medical Humanities: Critical Intersectionalities

French Studies and the Medical Humanities: Critical Intersectionalities

Institute of Languages, Cultures and Societies, University of London, 3-4 September 2024

Organisers: Larry Duffy (Kent) and Steven Wilson (QUB)

Keynote Speaker: Anna Elsner, Associate Professor of French Studies & Medical Humanities, St Gallen University, and PI on ERC Project ‘Assisted Dying in European Writing and Visual Culture: Reciprocal Interactions between Law, Medicine and the Arts since 2000’

As part of strategic attempts to ‘de-centre’ the medical humanities from its longstanding focus on anglophone cultural contexts, research in Modern Languages has foregrounded the importance of linguistic and cultural sensitivity in analyses of the factors that condition the operation and implications of modern medicine. The particular contribution the French-speaking world has made to the development of a more global medical humanities has recently been outlined in the état présent ‘French Studies and the Medical Humanities’ (French Studies 78.2, 2024).

The so-called ‘first wave’ of research at the intersection of French studies and the medical humanities produced an important body of work analysing representations of corporeality and the power dynamics at play in the medical encounter. More recently, the field has begun to engage in a significant theoretical turn, analysing how healthcare is marked by the effects of race, class, gender, sexuality, disability, belief systems, histories and structural inequalities. As the medical humanities in a French cultural and linguistic context interacts more explicitly with multidisciplinary and multimodal strategies that decipher and document the factors at stake in the representation of medical experiences, the field is increasingly characterised by intersectional approaches, including with scholarship on the environment, law, post/colonialism, digital humanities and translation.

This workshop will showcase the ramifications of innovative approaches in a French cultural and critical context for the broader development of the medical humanities as an interdisciplinary field. We seek contributions that analyse how French cultural production on representations of medical experience and healthcare is situated at various intersections, including (but not limited to):

epidemics and ecology (demonstrating how nonhuman voices are crucial to understanding the operation of disease)
medical practice and the ongoing effects of colonialism (notably in a francophone African context)
connections between the development of AI/digital healthcare and new expressions of patienthood
the evolution of medical spaces to accommodate queer and non-binary bodies
reciprocal interactions between contemporary culture and legal frameworks in representations of the end of life.

Conceptually, we also want to consider how cultural production in the French-speaking world is prompting a re-evaluation of the points of intersection between the medical humanities, the mental health humanities, neurodiversity studies and critical disability studies (e.g. with reference to Stuart Murray’s Medical Humanities and Disability Studies: In/Disciplines (Bloomsbury, 2023)).

250-word proposals for 20-minute presentations (in English or French) should be sent to steven.wilson@qub.ac.uk and W.L.Duffy@kent.ac.uk by Monday 24 June 2024.

On the second day of the workshop, there will be a dedicated ASMCF-sponsored Training Session on Methodologies for PGT/PGR/PDRA colleagues working in French studies and the medical humanities, led by Benjamin Dalton (Lancaster University). Registration details to follow.

1.7 Race, Racism, and (neo-)Republicanism in Contemporary France: French Politics Specialist Group 2024 Annual Workshop

Political Studies Association (PSA) – French Politics Specialist Group

2024 Annual Workshop – Tuesday 17 September 2024, University of Bristol

Race, Racism, and (neo-)Republicanism in Contemporary France

Call for papers

It has become commonplace, when French politics are discussed within and beyond France, to note the threat posed by Marine Le Pen and the Rassemblement national. Yet, two decades after the earthquake of Jean-Marie Le Pen reaching the second round of the presidential election of 2002, his daughter doing the same now seems comparatively unremarkable. Indeed, with 2027 on the horizon, the possibility of a far-right President in France, together with its racist narratives and politics, arguably now seems more plausible than at any previous point since the inauguration of the Fifth Republic.

In France or elsewhere, however, racism cannot be understood purely through reference to the far right. An increasing body of scholarship has emerged underlining the role of the parties of the traditional right and left, not to mention the current centrist government, in ‘mainstreaming’ racist discourses (Mondon & Winter 2020; Mondon 2022; Brown 2023). In the 2022 presidential elections, the candidacy of Éric Zemmour saw Le Pen outflanked on the right; however, at a time of rising Islamophobia within and beyond France, not only Zemmour but also current Interior Minister Gérald Darmanin has accused Le Pen of being ‘un peu molle’ (‘a little soft’) in relation to Islam(ism). Discourses of ‘Islamo-gauchisme’ and of a putative ‘séparatisme’ have been reproduced not only in the far right, but also by members of the current government (Bechrouri 2023; Zia-Ebrahimi 2023).

These dynamics can usefully be situated within a broader, transnational rise, or resurgence, of racist politics. The role of French racism(s) in influencing racists beyond France’s borders has been shown, in tragic fashion, by the series of white supremacist mass murderers who have adopted the ‘grand remplacement’ conspiracy theory named as such by Renaud Camus. The influence of other nations, and particularly those in the Anglosphere, on France has however been underlined through the adoption, by French reactionaries, of English-language terms like ‘le wokisme’ (Amer Meziane 2023).

This workshop aims to bring together scholars working on race and racism in France to explore how racist politics have manifested in the French context; in what ways racist politics in France may be distinctively French; and how French racism relates to racism elsewhere. We encourage proposals for 20-minute papers. Topics may include, but are not limited to:

Why is it so difficult to talk about ‘race’ in France?
Weaponised (neo-)republicanism: how far is French racism distinctively French?
Can republican language and concepts be salvaged for anti-racist ends?
In particular, what role does ‘laïcité’ play in French racism and are there ways to salvage the concept beyond it?
Transnational ‘culture wars’: how are French discourses influenced by/an influence on other nations?
‘Culture wars’, racism, intersectionality: how do racist discourses intersect with other forms of bigotry (e.g. transphobia, misogyny, homophobia)?
Antisemitism and Islamophobia: how can both be situated in their contemporary, international, and French contexts?

Abstracts of 200-300 words should be sent to the PSA French Politics Specialist Group’s co-convenors: Salomé Ietter (Salome.Ietter.1@warwick.ac.uk) and Fraser McQueen (Fraser.McQueen@bristol.ac.uk) by Friday 31st May. Selected contributors will be notified mid-June.

1.8 Global French Studies: Transnational, Transcultural, and Transdisciplinary Perspectives

Australian Society for French Studies 32nd Annual Conference 2024

11-13 December 2024

Global French Studies:
Transnational, Transcultural, and Transdisciplinary Perspectives

Hosted by the French Studies Program, School of Languages and Linguistics, Faculty of Arts
The University of Melbourne

The conference will include a Zoom-only half day.
The rest of the conference will be in-person.

KEYNOTE SPEAKERS:

Professor Maeve McCusker

Professor of French and Caribbean Studies, Queen’s University Belfast

Associate Professor Mame-Fatou Niang

Associate Professor of French and Francophone Studies,
Carnegie Mellon University

Dr Gemma King

Senior Lecturer in French Studies, Australian National University

KEYNOTE ROUNDTABLE:

Future Directions in French Studies: Global Perspectives

Roundtable discussion moderated by Professor Charles Forsdick
(Drapers Professor of French, University of Cambridge)

Call for Papers

In a press conference held on 16 January 2024, French President Emmanuel Macron declared a new set of policies which would ensure that ‘la France reste la France’. This nationalist stance, coupled with stricter controls on immigration, security, and religion, indicate a clear shift to the right in France’s political agenda, undermining the transnational and transcultural exchanges occurring between France and French-speaking countries. There is thus an urgent need in 2024 to interrogate how France and the other nations and regions of the French-speaking world are shaped, reshaped, and enriched by the movement of people, goods, ideas, and cultural production.

Charles Forsdick and Claire Launchbury remind us in their introduction to Transnational French Studies (2023) that ‘the borders of the nation state are porous’ (p. 3). This porosity is evident not only in French and francophone thought and cultural production, but also in scholarly movements. From debates about francophonie to discussion of the ‘Manifeste pour une littérature-monde en français’ in 2007, French Studies as a discipline has sought to place emphasis on the transnational, the transcultural, and the transdisciplinary. Scholars working across different time periods, from the medieval era to the twenty-first century, and across disciplines and media (literature, cinema, theatre, poetry, cultural studies, and translation, to name but a few) are interrogating how diverse communities and diasporas are creating new identities and meanings of ‘Frenchness’.

The aims of this conference are thus to explore these new identities and the ways in which they are constructed. How does migration and the local and global circulation of capital impact French and francophone culture and politics? What role do practices of domination and exploitation play in the formation of these identities? How do transnational, transcultural, and transdisciplinary methodologies and epistemologies shape the ways in which we conceive of French Studies today? Indeed, what exactly do we mean by ‘Global French Studies’?

We invite proposals for individual papers (20 minutes) and for panels (3 papers of 20 minutes each) in French or English. Proposals from postgraduates and early career researchers are particularly welcome. We will also consider proposals that do not relate directly to the theme. Possible topics for discussion may include, but are not limited to:

– Global French Studies within or across different time periods (from the Middle Ages to the twenty-first century)

– Decentring and decolonising French Studies

– Transnational and transcultural movements

– Transdisciplinary approaches to French Studies

– Local, national, global perspectives

– Borders, boundaries, margins

– Postcolonialism and empire

– Migration, exile, displacement, diaspora

– Indigenous populations

– History and memory

– Global responses to climate change

– Gender, sexuality, queerness

– Media and technology in the French-speaking world

– World literature in French / littérature-monde en français

– Translation and interpreting

– Monolingual, multilingual, translingual environments

– Diversity and equity in French-speaking institutions

– Teaching in the Global French Studies classroom

Please send your proposal of 250 words (indicating your preference for presenting in-person or online) and a short bio (100 words) to ASFS-Conference-2024@unimelb.edu.au. The deadline for abstracts is Monday 17 June 2024.

32^e Conférence annuelle de la Société australienne des études françaises

11-13 décembre 2024

Études françaises à l’échelle mondiale :
perspectives transnationales, transculturelles et transdisciplinaires

Organisée par le programme d’études françaises de la
School of Languages and Linguistics,

Faculty of Arts, The University of Melbourne

La conférence se déroulera en personne, à l’exception d’une demi-journée dédiée aux communications en visio-conférence (Zoom).

Conférencières invitées :

Professor Maeve McCusker

Professor of French and Caribbean Studies, Queen’s University Belfast

Associate Professor Mame-Fatou Niang

Associate Professor of French and Francophone Studies,
Carnegie Mellon University

Dr Gemma King

Senior Lecturer in French Studies, Australian National University

Table ronde plénière :

Directions à venir pour les études françaises : perspectives globales

Table ronde animée par le professeur Charles Forsdick

(Drapers Professor of French, University of Cambridge)

Appel à communications

Lors d’une conférence de presse qui s’est tenue le 16 janvier 2024, le Président de la France, Emmanuel Macron, a annoncé la promulgation prochaine d’une loi « immigration » visant à s’assurer que « la France reste la France ». Cette prise de position nationaliste, conjuguée à un contrôle plus strict de l’immigration et des religions, ainsi qu’à la mise en avant d’une politique sécuritaire marque un virage net du gouvernement vers la droite, au détriment des échanges transnationaux et transculturels qui ont lieu entre la France et les pays francophones. Il est donc urgent d’interroger en 2024 comment la France et les autres régions et nations du monde francophone ont été façonnées et continuent d’être modelées par un mouvement constant de personnes, de marchandises et d’idées qui constitue la richesse de sa production culturelle et civilisationnelle.

Charles Forsdick et Claire Launchbury rappellent dans leur introduction au volume Transnational French Studies (2023) que « les frontières de l’état-nation sont poreuses » (p. 3). Il s’agit d’une porosité non seulement évidente dans la pensée et la production culturelle française et francophone, mais dont témoignent aussi de nombreux échanges intellectuels et universitaires. Des débats autour du terme « francophonie » aux polémiques suscitées par la publication du « Manifeste pour une littérature-monde en français » de 2007, l’emphase a régulièrement été mise sur des perspectives transnationales, transculturelles et transdisciplinaires dans le champ des études françaises. Des universitaires dont les travaux portent sur des domaines variés (la littérature, le cinéma, les études culturelles et la traduction, par exemple) et recoupent différentes périodes (du Moyen-Âge au XXI^e siècle) s’interrogent en effet sur la façon dont des communautés et des diasporas diverses contribuent à la création de nouvelles identités et au renouvellement des significations de la notion de « francité ».

Cette conférence aura donc pour objectif d’explorer les caractéristiques de ces nouvelles identités ainsi que les modalités de leur élaboration. Quel est l’impact des migrations humaines ou de la circulation locale, internationale ou mondiale du capital sur les cultures et les politiques francophones ? Quel rôle jouent différentes formes de domination et d’exploitation dans la formation de ces identités multiples ? Comment l’adoption de méthodologies et d’épistémologies au caractère transnational, transculturel et transdisciplinaire permet-elle d’informer la façon de penser les études françaises aujourd’hui ? En somme, qu’entend-on exactement par « Études françaises mondialisées » ?

Nous invitons des propositions de communications individuelles (20 minutes) ou de sessions (3 communications de 20 minutes) en français ou en anglais. Les propositions d’étudiants de troisième cycle et d’enseignants-chercheurs en début de carrière sont particulièrement encouragées. Les propositions qui ne correspondent pas aux thèmes proposés ci-dessous seront aussi considérées.

Liste non exhaustive de thèmes possibles :

– Les études françaises mondialisées à une époque spécifique ou à travers les âges (du Moyen-Âge au XXI^e siècle)

– Décentrer et décoloniser les études françaises

– Mouvements transnationaux et transculturels

– Perspectives locales, nationales ou transnationales

– Frontières, barrières, marges

– Postcolonialisme et Empire

– Migration, exil, déplacement, diaspora

– Populations indigènes, langues autochtones, dialectes

– Histoire et mémoire

– Réponses mondiales au réchauffement climatique

– Genre.s, sexualité.s, queer

– Médias et technologies du monde francophone

– Littérature-monde en français

– Traduction, traductologie et interprétariat

– Environnements monolingues, multilingues et translinguistiques

– Diversité et équité dans les institutions francophones

– Enseigner dans la salle de classe des « Études françaises mondialisées »

Les propositions de 250 mots accompagnées d’une notice bio-bibliographique (100 mots) doivent être envoyées à ASFS-Conference-2024@unimelb.edu.au d’ici le lundi 17 juin 2024. Veuillez indiquer dans votre proposition si vous préféreriez présenter votre communication en présentiel ou en ligne.

1.9 De la présence du passé et de l’absence : Exil et migrance dans les productions culturelles des mondes arabe et amazigh

De la présence du passé et de l’absence :

Exil et migrance dans les productions culturelles des mondes arabe et amazigh

De l’Algérie au Liban et à la Syrie, les régimes coloniaux, ainsi que les transformations administratives et territoriales qui en ont découlé, ont engendré d’irréversibles déplacements géographiques et culturels dans les parties Sud et Est du bassin méditerranéen. Ces phénomènes, induits par des altérations brutales imposées à des communautés qui avaient, historiquement et socio-culturellement, développé des relations spécifiques à leur territoire, ont conduit à une redéfinition des liens à la terre natale, ainsi qu’à l’élaboration de nouveaux imaginaires et conceptualisations de l’appartenance. L’introduction de la langue du colonisateur utilisée dans l’administration, dans l’éducation ou pour l’ascension sociale a, elle aussi, contribué aux ruptures des liens familiaux, sociaux et culturels. A l’exil langagier et culturel se sont ajoutés, dans certains cas, des déplacements forcés de populations ou des départs vers les métropoles, qui ont entraîné d’autres formes d’acculturation et de reconfigurations identitaires. Dans la période post-coloniale, les crises politiques et économiques qui ont secoué cette région et les guerres qui l’ont ravagée ont exacerbé les phénomènes migratoires et provoqué de nouvelles vagues de départs. Volontaires ou forcés, ceux-ci, ont donné lieu à d’autres réalités de l’exil comme celles de l’émergence de cultures diasporiques, d’existences hybrides, ou de l’entre-deux. Le durcissement des mesures anti-migratoires depuis les années 1990 a eu pour résultat la production d’un nombre toujours plus grand de « clandestins ». Les politiques sécuritaires et l’instabilité sociopolitique et économique ont également conduit à la normalisation de camps de réfugiés avec la multiplication des deux côtés de la Méditerranée de ce que l’anthropologue Michel Agier désigne comme des « hors-lieux », à savoir des lieux confinés en dehors des appareils juridique et politique.

La condition exilique qu’Edward Saïd décrit comme une « fissure à jamais creusée entre l’être humain et sa terre natale » continue ainsi d’être explorée et problématisée dans les productions culturelles des mondes arabe et amazigh. Depuis la deuxième moitié du XIXe siècle, elle constitue une des thématiques centrales de la chanson populaire, de la poésie et de la littérature. Plus récemment, on la retrouve dans le cinéma et les arts visuels qui, eux aussi, conceptualisent et témoignent de la ghurba. Ce terme qui, en arabe, partage la même racine que les mots « étrange » et « étranger », désigne l’éloignement et la séparation, mais dénote également la solitude et le mal-être loin de la terre et de la communauté natales ainsi que la nostalgie pour celles-ci. Ce sont ces sentiments caractéristiques de la ghurba qui expliquent notre recourt au terme migrance et non à celui de migration dans la mesure où, comme l’explique Alexis Nouss, « La désinence –ion indique une opération ou une production dont la valeur tient dans le résultat ou dans le produit, tandis que –ance insiste sur le processus en ce qu’il est constant et inachevé/inachevable ». La ghurba serait donc une condition (de l’)inachevable où le moi s’appréhende comme étranger de par la fissure creusée entre lui et sa terre natale ; c’est aussi une expérience de l’étrangeté du moi qui, en terre étrangère, maintient en lui présent le passé d’avant le départ.

Notre symposium propose donc d’explorer les poétiques de l’exil et de la migrance dans les productions culturelles du monde arabe et amazigh des bassins Sud et Est de la Méditerranée, en se concentrant sur la problématique du (rapport au) lieu. En ce premier quart du troisième millénaire où les privilégié.e.s traversent les distances spatio-temporelles à une vitesse toujours plus grande, on assiste à une augmentation tout aussi sidérante du nombre de migrants et de réfugié.e.s. Ce sont les expériences de ces derniers qui nous intéressent. Notre approche prend donc une distance critique vis-à-vis de la célébration de l’expérience exilique comme forme de libération et cherche à s’ancrer dans une approche géocritique qui revisite l’expérience migratoire ou exilique comme des vécus inachevés/inachevables de la séparation, de la perte, du déracinement et parfois, du ré- enracinement.

Suggestions pour des axes de réflexion :

Poétiques de la ghurba
Articulations, pensées et théories autochtones de l’exil
Narrations de l’exil
Exil langagier
Exil culturel
Exil en temps de « crise migratoire »
Poétique de l’exil en temps de disparition de l’exil comme catégorie politique
Géographie/topographie de l’absence
Départ, entre-deux, retour et impossibilité du retour
Migration, émigration, immigration et exil : nuances et connexions.
Exil/migrance et genre, classe, ethnicité et orientation sexuelle
Camps, zone de transit, et « hors-lieux ».

Les contributions, en français ou en anglais, porteront de préférence sur un corpus francophone mais peuvent établir des comparaisons avec des œuvres arabophones, anglophones, tamazight ou autres qui permettraient de mieux cerner la problématique explorée.

Le symposium aura lieu la troisième semaine de février (20 et 21) 2025 à Florida Atlantic University, à Boca Raton en Floride. Les propositions de communication d’environ 300 mots, accompagnées d’une brève notice biographique, doivent être envoyées à Carla Calargé (ccalarge@fau.com) et Naïma Hachad (Hachad@american.edu) avant la date limite du 15 septembre 2024. Il est prévu que le symposium mènera à la publication d’un collectif ; aussi les auteurs des propositions retenues doivent-ils s’engager à envoyer une version complète de leur article (environ de 6000 mots) avant le premier mai 2025.

Pour toute information supplémentaire s’adresser à Carla Calargé et/ou à Naïma Hachad.

1.10 Penser au-delà de la binarité dans les littératures et discours francophones

Penser au-delà de la binarité dans les littératures et discours francophones

Numéro spécial Revue nordique des études francophones

Éditeurs : Sara Bédard-Goulet (Université de Tartu/Université d’Utrecht), Christophe Premat (Université de Stockholm), Jeanette den Toonder (Université de Groningue)

La remise en question de la binarité a suscité une attention considérable de la part des universitaires au cours de la dernière décennie. S’appuyant sur des phénomènes sociaux et des développements philosophiques, plusieurs domaines d’études ont documenté les différentes façons dont la pensée unaire est contestée, à travers les pratiques linguistiques, la justice sociale et environnementale, etc. Un nombre croissant d’études en linguistique examinent les défis de l’identité de genre et de la représentation dans la langue française (Swamy & Mackenzie 2022). Les études culturelles et les sciences politiques explorent les réflexions qui prônent une pensée non binaire, que ce soit de manière radicale, comme dans les œuvres de Monique Wittig, ou de manière plus nuancée, comme dans les derniers écrits de Roland Barthes sur le neutre (Braunschweig 2021). Les humanités environnementales explorent l’effet délétère d’une vision du monde anthropocentrique binaire qui place les humains au-dessus des non-humains (Braidotti 2013).

En outre, cette invitation à la réflexion vise à encourager une exploration des alternatives à la binarité, en mettant en lumière les diverses formes de pensée qui émergent dans les sociétés francophones contemporaines. En France, les débats idéologiques se sont crispés autour de la théorie des genres alors que les conceptions binaires peuvent être limitantes dans leur capacité à rendre compte de la complexité humaine et sociale.

Compte tenu des implications profondes que les pensées (unaire et) binaire ont sur la perception humaine et la construction du monde, ce numéro spécial invite à des contributions dans les domaines des sciences humaines et sociales qui explorent les phénomènes récents, les représentations et les réflexions qui interrogent la binarité dans le monde francophone.

Votre résumé, composé d’un maximum de 1000 signes espaces compris, incluant 5 références bibliographiques en lien avec les corpus/terrains étudiés et le cadre théorique de la future analyse, accompagné d’une courte note bio-bibliographique de 150 mots, est attendu au plus tard le 31 août 2024 sur la plateforme de la revue. Si votre proposition est sélectionnée pour ce numéro, votre article, composé de 8000 à 10000 mots, sera attendu pour le 15 janvier 2025.

Calendrier de publication :
Réception des résumés 31 août 2024
Réponse du comité scientifique 15 septembre 2024
Réception des articles 15 janvier 2025
Retour des évaluations 15 mars 2025
Réception des articles finalisés 15 juin 2025
Publication du numéro 15 septembre 2025

1.11 Les femmes et la Libération en France (métropole et Empire), 1944-1946

Appel à communication

Les femmes et la Libération en France (métropole et Empire),

1944-1946

Résumé

Organisé par le Conseil scientifique et d’orientation de la Mission du 80^ème anniversaire de la Libération, ce colloque porte sur les deux ou trois années qui constituent le « moment » de la Libération, de 1944 à 1946. Il souhaite interroger les transformations intervenues dans la vie des femmes et dans les rapports de genre – au combat, dans la Cité et dans leurs activités – en France métropolitaine et dans l’Empire. Cette rencontre internationale propose à la fois un état des lieux des connaissances et la mise en lumière d’aspects nouveaux.

Depuis la parution en 1995, du premier numéro de la revue Clio, Histoire, Femmes et Sociétés consacré à « Résistances et Libérations », les travaux se sont accumulés mais l’importance de la Libération dans la période dite du « creux de la vague » féministe est encore peu étudiée. L’historiographie s’est concentrée sur les féministes et les féminismes de la Révolution française, du long XIXème siècle et de la « deuxième vague » (des années 1970 et suivantes). Le colloque sera l’occasion de s’interroger sur les capacités combattantes des femmes, des résistantes comme des collaboratrices, de sonder leur engagement dans la Cité comme nouvelles électrices en 1945 (y compris dans les colonies et les départements d’outre-mer) mais aussi comme travailleuses ou « ménagères », et d’apprécier leur autonomie. « Les femmes ont-elles eu une Libération ? » se demandait en 1995 Françoise Thébaud. L’hypothèse générale soumise à la discussion est que ces quelque trois ans ont représenté pour les femmes une phase d’ouverture mais que les continuités sont restées marquées.

Argument

Au-delà de la rupture fondamentale que constituent la guerre, l’Occupation et la période des combats de la Libération, dans quelle mesure les trois années 1944-1946 constituent-elles une césure, un moment de consensus et de conquêtes politiques et sociales pour les femmes, avant que la Guerre froide ne cristallise les oppositions idéologiques ? Cette rencontre se propose d’explorer de manière aussi large que possible l’histoire des femmes en France métropolitaine et dans l’Empire pendant cet intervalle de temps, qu’il s’agisse des réformes institutionnelles, économiques ou sociales, ou de l’évolution des mœurs et des représentations.

Engagements

En consacrant la féminisation des armées avec la création des AFAT puis du personnel féminin de l’armée de terre, la Libération constitue une fenêtre d’opportunité, illustrée également par la littérature de témoignage des résistantes des années 1944-1946, plus porteuse d’espoir que les récits ultérieurs. Le colloque sera aussi l’occasion de porter un nouveau regard sur les engagements féminins au moment de la Libération à différentes échelles, locale, nationale et internationale. Engagement des femmes dans les maquis, les mouvements et les réseaux d’une part, mais également celui des collaboratrices, dont la dimension politique a été soulignée par des travaux récents.

En tant que nouvelles électrices, les femmes de métropole ont voté trois fois en 1945 et trois fois encore en 1946. Dans l’Empire, l’application de l’ordonnance du 21 avril 1944 a suscité des débats et des mobilisations. Dans quelle mesure ces élections permettent-elles d’analyser les opinions des femmes et de vérifier, par exemple, si, comme le craignait le Parti radical, elles ont voté pour les partis conservateurs ? Quant aux élues de 1945-1946, dont on pourra interroger les liens avec les partis politiques, elles n’ont pas encore fait l’objet d’une étude systématique.

L’accès au suffrage et à l’éligibilité va de pair avec la restructuration des organisations féministes au lendemain de l’obtention du droit de vote qui se trouvait au cœur de leurs préoccupations depuis la fin du XIXe siècle. Quelles sont les principales revendications portées par les mouvements féminins et féministes anciens ou issus de la Résistance ? Quelles sont leurs connexions avec les organisations internationales les plus anciennes comme avec celles nouvellement créées ?

Droits économiques et sociaux

La Libération est aussi le moment d’une tentative d’égalisation des droits entre les hommes et les femmes. Le préambule de la Constitution de 1946 en garantit le principe. Une série de petits pas se sont succédé dans la période qui mériteraient un recensement et un examen attentif (rapprochement des salaires, suppression de l’abattement des 10 %, ouverture de la carrière diplomatique aux femmes, ouverture du concours de l’ENA, de la magistrature, des jurys, etc.). Au niveau international, la création de l’ONU et, en son sein, de la Commission de la condition de la femme en 1946, constitue également une étape encore mal connue dans la reconnaissance des droits des femmes, de même que la participation de celles-ci à la rédaction de la Déclaration universelle des droits de l’homme.

Normes de genre et représentations

Comment se recomposent les rapports de genre au lendemain du conflit ? La participation des femmes à la Résistance les modifie-t-elle ? De quelle façon l’épuration des collaboratrices participe-t-elle au rétablissement de l’ordre des sexes, après les « troubles dans le genre » constatés durant la guerre ? Pendant que les femmes deviennent des citoyennes à part entière, la résonance politique du pic de répression mérite d’être scrutée. Dans un quotidien affecté par des pénuries et dans un contexte où perdurent les inquiétudes natalistes, il importe également d’apprécier les injonctions de retour au foyer qui pèsent sur les femmes. On pourrait ainsi développer une analyse de genre sur le développement des allocations familiales et la poursuite de l’allocation de salaire unique instituée en 1941. Dans quelle mesure ces dispositifs de protection sociale qui découragent l’emploi des femmes participent-ils à un rétablissement de la domination masculine ? Quel rôle jouent en outre les femmes dans l’économie du deuil ou du soin dans cette société d’après-guerre encore meurtrie ? En quoi le retour ou l’absence des déportées a-t-elle modifié la distribution des rôles dans les familles ? Alors que le nombre de divorces croît sensiblement en 1945 et 1946, comment sont perçues les femmes divorcées ainsi que les femmes seules ?

Comment le cinéma, la littérature ou la presse et notamment les magazines féminins comme Elle qui commence à paraître en 1945, représentent les rapports de genre à la Libération ? La presse magazine féminine a fait l’objet de travaux portant sur les années 1968, plus rares sont les études sur l’immédiat après-guerre. Il ne semble pas que le deuxième après-guerre ait donné lieu à de nouvelles « années folles ». La Libération n’a pas été l’occasion, comme l’ont été les années vingt, d’une certaine libération de l’homosexualité et n’a pas remis en cause les normes de genre. Mais dans le domaine des mœurs en son ensemble a-t-elle été aussi conservatrice qu’il y paraît ?

Cette proposition de colloque est ouverte. Les questions évoquées ici n’ont qu’une valeur indicative et n’ont d’autre but que de montrer la richesse potentielle du champ de recherche.

Modalités et calendrier de candidature

Les candidatures doivent être adressées aux trois membres du comité d’organisation, accompagnées d’un argument de 1500/2000 signes, avant le 10 juillet 2024.

Comité d’organisation :

Claire Andrieu, Sciences Po, Paris,

Julie Le Gac, Université de Paris-Nanterre

Fabien Lostec, Université de Rennes 2

claire.andrieu@sciencespo.fr, jlegac@parisnanterre.fr, fabien.lostec@bbox.fr

Conseil scientifique :

Stéphane Albertelli, chercheur

Raphaële Balu, Université Paris 1

Christine Bard, Université d’Angers

Pascale Barthélémy, EHESS, Paris

Hanna Diamond, Cardiff University, UK

Camille Fauroux, Université Toulouse Jean Jaurès

Thomas Fontaine, Musée de la Résistance nationale, Champigny

Antoine Grande, Musée de la Résistance et de la Déportation de la Haute-Garonne

Zoé Grumberg, Université du Mans

Laure Humbert, University of Manchester, UK

Catherine Lacour-Astol, chercheure

Elissa Mailänder, Sciences Po, Paris

Claire Miot, Sciences Po Aix

Frédérique Neau-Dufour, chercheure

Renée Poznanski, Université Ben Gourion, Israël

Mary-Louise Roberts, University of Wisconsin-Madison, USA

Fabrice Virgili, CNRS

Sylvie Zaidman. Musée de la Libération de Paris

1.12 Appel à contributions: Journée de Doctorant.e.s de l’Adeffi 2024

L’Association des études françaises et francophones d’Irlande (ADEFFI) invite les jeunes chercheur·euse·s en études françaises et francophones à venir participer à la Journée des doctorant·e·s qui se tiendra à l’Université de Limerick, au format hybride, le 21 septembre 2024. La Journée se veut l’occasion pour les doctorant·e·s à la fois de présenter leurs recherches parmi notre communauté interdisciplinaire et d’en faire l’état des lieux dans un contexte universitaire. Afin que cet échange soit aussi ouvert et varié que possible, nous invitons des propositions pour des communications en anglais ou en français, émanant de tous les domaines des études françaises et francophones.

La Journée comprend aussi une séance ouverte aux étudiant·e·s de master : la séance « travail en cours », ouverte également aux doctorant.e.s et chercheur.euse.s indépendant.e.s. La séance « travail en cours » prendra la forme d’une série d’interventions durant entre cinq et dix minutes, qui auront pour objectif de résumer la recherche actuelle du·de la participant·e ou de présenter un aspect de sa recherche sur lequel il·elle désire du feedback de ses pair·e·s.

Envoi des propositions

Les propositions sont à envoyer, en français ou en anglais, à adeffipostgrad@gmail.com avant le 25 juin, dernier délai. La composition varie selon le type d’intervention :

● Pour les communications de 20 minutes : une proposition de 300 mots

● Pour la séance « travail en cours » : une brève proposition de contenu (100 mots maximum)

Merci de bien vouloir indiquer si votre participation sera présentielle ou distancielle, et de joindre une courte note biographique, avec votre rattachement universitaire, à toute proposition.

The Association for French and Francophone Studies in Ireland (ADEFFI) invites contributions from postgraduate students in all areas of French and Francophone Studies for a postgraduate symposium to be held at University of Limerick, and online, on Saturday 21 September 2024. This event provides a supportive scholarly forum for postgraduates to present both work in progress and new research in our interdisciplinary community. To ensure that this forum for exchange is as open and diverse as possible, we are welcoming presentations from all areas of French and Francophone Studies.

We also welcome MA submissions for our work-in-progress session, also open to our doctoral and independent researchers. The work-in-progress papers will aim either to summarise the current research of the participant or to present an aspect of ongoing research on which the participant would like feedback from their peers, lasting 5-10 minutes each.

Proposal submission

Proposals, in French or English, should be sent to adeffipostgrad@gmail.com by 25 June 2024 at the latest. The format varies according to the type of session type:

● For 20-minute papers: a 300-word abstract

● For the work in progress session : a brief (100 words maximum) outline of the proposed submission.

For all submissions, students are asked to provide a bio note including their institutional affiliation and to indicate if they would present in person or online.

2. Job and Scholarship Opportunities

2.1 Early Career Teaching and Research Fellow in French and Francophone Studies, Department of European Languages and Cultures at University of Edinburgh.

Applications are invited from suitably qualified candidates for the post of Early Career Teaching and Research Fellow in French and Francophone Studies, in the Department of European Languages and Cultures at University of Edinburgh.

Contract: Fixed Term, Full-Time (35 Hours per Week)

Contract Duration: 12 Months

Salary: £39,347 – £46,974

Closes: 6th June 2024

The appointee will be expected to teach French language and Francophone culture and conduct research in a relevant field of French and Francophone Studies. The successful candidate will have obtained a PhD in the past eight years (excluding any career breaks) in a relevant field of French and Francophone Studies and show demonstrable success of teaching French language and Francophone culture in a Higher Education context.

They will be expected to contribute to the administration of the subject area, including course organisation, and have excellent written and verbal communication skills in French and English. As a career development role, they will also be expected to develop their research profile. The appointee may also be required to supervise Honours dissertations, contribute to the delivery of MSc programmes and support student learning through pastoral meetings.

This job is a fixed-term career development role intended to cover aspects of teaching, research and administration in French and Francophone Studies.

The post is available for one year, from 1 September 2024 to 31 August 2025.

We welcome applications for this post from all qualified candidates and particularly welcome applications from members of minority ethnic groups, who are currently under-represented in the School of Literatures, Languages and Cultures.

Please note that while the School of Literatures, Languages & Cultures operates with a hybrid working model, all teaching is delivered in person and on campus.

Informal inquiries may be directed to LLC.Recruitment@ed.ac.uk.

Full information can be found here

2.2 Yves Hervouet Research Fellowship in French and Francophone Studies Department of Languages and Cultures, Lancaster University

Yves Hervouet Research Fellowship in French and Francophone Studies

Department of Languages and Cultures, Lancaster University

The Department of Languages and Cultures at Lancaster University is offering a short-term funded Fellowship to support the research and professional development of researchers in French and Francophone Studies.

We invite applications from colleagues at all career stages who hold a PhD. The Fellowship provides funding of £1500, to cover travel, on-campus accommodation and a small per diem for a period of 2-3 weeks, to be agreed with the successful applicant.

We invite applications from scholars with a research focus on France or the Francophone world related to one of our areas of research expertise, which are: Critical Pedagogies for Languages, Disability and Health, Environment and Social Change, Comparative Literature and the Arts, Translation Studies. Details can be found here: https://www.lancaster.ac.uk/languages-and-cultures/research/

Fellows are expected to pursue their own research during the Fellowship and to contribute to the life of the department, for example, by presenting their research as part of the Department of Languages and Cultures research seminar series.

To apply:

Applicants should submit a brief research proposal (500 words), which specifies as an objective a defined outcome for the research carried out during the period of the fellowship, such as a grant application, an article, chapter in a book, or book proposal. The fellowship should be acknowledged in all outputs resulting from the fellowship.

Applicants should send the following documents to Professor Charlotte Baker c.baker@lancaster.ac.uk in an email with the subject line Yves Hervouet Research Fellowship by Friday 31^st May 2024:
•   A Research Proposal detailing the research project to be carried out during the Fellowship (maximum: 500 words)
•   A short CV (not longer than four pages including Publications)
•   The names and email addresses of two referees

Interviews will be held in June. Successful applicants must be available to take up the fellowship in Lancaster during Michaelmas Term (October to December).

2.3 Early Career Fellowships: Inclusion, Participation and Engagement

INSTITUTE OF LANGUAGES, CULTURES AND SOCIETIES

School of Advanced Study • University of London

Early Career Fellowships: Inclusion, Participation and Engagement

https://ilcs.sas.ac.uk/fellowships/visiting-fellowships-and-scholarships/early-career-fellowships-inclusion-participation

The School of Advanced Study has been awarded funding to scope a programme of activities embedding inclusion, participation and engagement in research in the Humanities. As a result, we are able to offer up to five Early Career Fellowships in the following areas: languages, literatures, and cultures, in association with the Institutes of Classical Studies, English Studies and Languages, Cultures and Societies; and human rights and policy, in association with the Institute of Commonwealth Studies.

Fellows are expected to pursue their own research during the five months of the Fellowship and to contribute to the School’s scoping mission.

The Fellows will be based in the Institutes of Classical Studies, English Studies, Languages, Cultures and Societies, and Commonwealth Studies as appropriate. We invite applications from individuals, pairs or groups of early career scholars who have active research interests in these areas.

Applicants are invited to submit a research proposal on a topic of their choice, either individually or as part of a group. This should specify as an objective a defined outcome for the research carried out during the period of the Fellowship, such as a grant proposal, an article, chapter in a book and/or detailed proposal for a book.

In addition to pursuing their research programme, Fellows will be expected to contribute to the scoping of a programme of activities, hosted by the School of Advanced Study, to promote inclusion, participation and engagement in research. This might include making recommendations for training the School should develop for postgraduate research students and early career researchers and other activities that will help advance, promote and support research in the humanities nationally. These recommendations will be communicated in a showcase at the end of the Fellowship period.

The Fellowships will last five months. Because of the nature of the funding, successful applicants must be available to take up the Fellowship at the beginning of October 2024. Fellows will receive a stipend of £2,000 per month; this may be used as a contribution towards travel and/or accommodation costs during the Fellowship, though residence in London is not a requirement of these posts. Payment will be made in two instalments during the course of the Fellowship, at commencement and in month 3. The overall payment is £10,000 or pro rata if the fellowship is terminated early. Some additional funding will be available to support events and activities.

The Fellowships are intended to support early career researchers without a permanent academic post. In order to be eligible for the scheme, early career scholars (i.e. scholars within eight years of PhD award, not including any period of career break) must have been awarded their PhD by the start of the Fellowship. Independent researchers without a PhD would not normally be eligible.

Deadline for applications: 19 June 2024

For full details of the programme and the application process, please visit https://ilcs.sas.ac.uk/fellowships/visiting-fellowships-and-scholarships/early-career-fellowships-inclusion-participation

2.4 Cadbury Research Fellow in African Studies: University of Birmingham – School of History and Cultures

Cadbury Research Fellow in African Studies

University of Birmingham – School of History and Cultures

Location:		Birmingham
Salary:		£34,980 to £44,263 full time starting salary range. As this vacancy has limited funding the maximum salary that can be offered is Grade 7, salary £44,263
Hours:		Full Time
Contract Type:		Fixed-Term/Contract
Placed On:	3rd May 2024
Closes:	27th May 2024
Job Ref:	103756

Contract Type: Full Time, Fixed Term contract up to July 2026. Contract for 18 months starting in January 2025

We seek a research fellow in African Studies to contribute to our research environment and teaching for 18 months. The Fellow will engage in a programme of research agreed with their mentor. This post is funded by an endowment that enables members of staff at sub-Saharan African Universities to spend a period of time at the University of Birmingham. The post is therefore limited to applicants currently based on the African continent and affiliated with an African Higher Education Institution.

Role Summary

Focus on high quality research and publications in African Studies within the arts, humanities, or social sciences.
Regional expertise on any area of Sub-Saharan Africa or its diaspora. Candidates with expertise on Ghana are particularly encouraged to apply. We welcome applications from scholars focused on contemporary or historical periods.
Contribute to the research environment of the Department and wider School and University.
Analyse and interpret research findings and results.
Engage with Undergraduate and Postgraduate teaching as appropriate.

Main Duties

The responsibilities may include some but not all of the responsibilities outlined below.

Develop research objectives and proposals for own or joint research, with assistance of a mentor if required
Contribute to writing bids for research funding
Analyse and interpret data
Apply knowledge in a way which develops new intellectual understanding
Disseminate research findings for publication, research seminars etc
Supervise students on research related work and provide guidance to PhD students where appropriate to the discipline
Contribute to Departmental/School research-related activities and research-related administration
Contribute to enterprise, business development and/or public engagement activities of manifest benefit to the College and the University, often under supervision of a project leader

Person Specification

Essential

Currently based on the African continent and employed by or affiliated with an African Higher Education Institution.
Candidates must EITHER not currently hold a permanent academic position OR submit, with their application, a statement confirming that they will be released by their home institution for the period of their appointment at the University of Birmingham.
A doctorate examined and passed between 1 September 2018 and 1 April 2024. (Candidates whose thesis has been submitted and are awaiting examination are not eligible to apply.)
A record of research and publications appropriate to the level of post-doctoral experience.

Desirable

Experience of collaborative research activity, including through participation in large research projects and meeting deadlines.
An awareness of current policy issues and contacts with civil society organisations.

Applicants should include a full CV, a cover letter detailing their skills and experience, a research proposal covering the period of the Fellowship, a writing sample of up to 10,000 words (a published article or book chapter, or a chapter of an unpublished PhD dissertation), and the details of two referees.

Informal enquiries to Dr Jessica Johnson email: J.Johnson.5@bham.ac.uk.

To download the full job description and details of this position and submit an electronic application online please click on the ‘Apply’ button.

Valuing excellence, sustaining investment

We value diversity and inclusion at the University of Birmingham and welcome applications from all sections of the community and are open to discussions around all forms of flexible working

https://www.jobs.ac.uk/job/DHL472/cadbury-research-fellow-in-african-studies

2.5 Early Career Teaching & Research Fellow in French & Francophone Studies

The University of Edinburgh – Languages & Cultures, Department of European Languages & Cultures

Early Career Teaching & Research Fellow in French & Francophone Studies

The University of Edinburgh – Languages & Cultures, Department of European Languages & Cultures

Location:		Edinburgh
Salary:		£39,347 to £46,974 Grade UE07, per annum
Hours:		Full Time
Contract Type:		Fixed-Term/Contract
Placed On:	9th May 2024
Closes:	6th June 2024
Job Ref:	10475

Contract: Fixed Term, Full-Time (35 Hours per Week).

Contract Duration: 12 Months

The opportunity:

This job is a fixed-term career development role intended to cover aspects of teaching, research and administration in French and Francophone Studies.

The post is available for one year, from 1 September 2024 to 31 August 2025.

Informal inquiries may be directed to LLC.Recruitment@ed.ac.uk.

Please note that while the School of Literatures, Languages & Cultures operates with a hybrid working model, all teaching is delivered in person and on campus.

Your skills and attributes for success:

PhD or equivalent awarded in a relevant area in the past 8 years.
Experience and demonstrable success in delivering effective university teaching in French language and Francophone culture.
Recent record of outstanding research and publication activities in the field.
Fluency in written and spoken French, with excellent oral and written communication skills in French and English.
Potential to design and lead supervisory activities for undergraduate and postgraduate students.

https://www.jobs.ac.uk/job/DHO388/early-career-teaching-and-research-fellow-in-french-and-francophone-studies

2.6 Lecturer in French: University of Bath – Politics, Languages & International Studies

Lecturer in French

University of Bath – Politics, Languages & International Studies

Location:		Bath
Salary:		£37,099 to £44,263 Grade 7
Hours:		Full Time
Contract Type:		Permanent
Placed On:	10th May 2024
Closes:	27th May 2024
Job Ref:	CH11681

About the role

The Department of Politics, Languages and International Studies (PoLIS) is seeking to appoint a Lecturer in French. You will contribute primarily to the teaching of our French language programme for undergraduate students. This will involve the teaching of modules on the ab initio programme as well as advanced language classes and French language in the business context.

You will be expected to participate fully in the life of the Department including engaging in personal tutoring and recruitment activities.

PoLIS is a supportive and dynamic Department committed to teaching and research excellence.

This role is offered on a full time (36.5 hours per week) permanent basis.

About you

You should ideally have experience of teaching students of French in UK higher education. You will have a teaching qualification in an appropriate discipline and will be able to plan and develop their own teaching materials. You should be fluent in both French and English.

For informal discussions about the role please contact Dr Sandrine Alegre on ssa38@bath.ac.uk or Dr Steve Wharton on mlssw@bath.ac.uk

https://www.jobs.ac.uk/job/DHO818/lecturer-in-french

2.7 Tutor in French & Francophone Studies: The University of Edinburgh – Languages & Cultures, Department of European Languages & Cultures

Tutor in French & Francophone Studies

The University of Edinburgh – Languages & Cultures, Department of European Languages & Cultures

Location:		Edinburgh
Salary:		£32,982 to £38,205 Grade UE06, per annum
Hours:		Full Time
Contract Type:		Fixed-Term/Contract
Placed On:	9th May 2024
Closes:	6th June 2024
Job Ref:	10471

Contract:

Open Ended, Full-Time (35 Hours per Week)

Over 10 Months (Annualised Equivalent of 0.83 FTE).

The Department of European Languages and Cultures, part of the School of Literatures, Languages and Cultures, seeks an enthusiastic person to teach French language and Francophone culture as part of a large team.

The opportunity:

Applications are invited from suitably qualified candidates for the position of Tutor in French & Francophone Studies in the Department of European Languages and Cultures (DELC). The successful applicant will be required to teach within the framework of courses in French and Francophone Studies offered within the School of Literatures, Languages and Cultures (LLC).

The post holder will deliver language and culture classes for the French degree programmes. The successful candidate will assist other colleagues in the department in the preparation of pedagogical materials designed to strengthen discussions regarding Equality, Diversity and Inclusion as part of broader efforts to question and decolonise our practices and curriculum.

This position is a full-time (35 hours per week), open-ended post available from September 2024. For the months of July and August, working hours will be zero. Annual leave will normally be taken during the months you are scheduled to work. Salary is calculated on an annualised basis and paid in 12 equal monthly instalments per calendar year.

This post is available from 1st September 2024.

Informal inquiries may be directed to LLC.Recruitment@ed.ac.uk.

Please note that while the School of Literatures, Languages & Cultures operates with a hybrid working model, all teaching is delivered in person and on campus.

Your skills and attributes for success:

A degree in a relevant field (at least 2.1 or equivalent).
Experience and demonstrable commitment to delivering effective university teaching in French language and Francophone culture.
Fluency in written and spoken French, with excellent oral and written communication skills in French and English.
Evidence of self-motivation and the ability to work both independently and as part of a team.
Excellent interpersonal skills.

https://www.jobs.ac.uk/job/DHO507/tutor-in-french-and-francophone-studies

2.8 Professor in Anticolonial, Postcolonial and Decolonial Histories and Praxes

University of the Arts London, Camberwell, Chelsea and Wimbledon – Research Knowledge Exchange and Enterprise

Professor in Anticolonial, Postcolonial and Decolonial Histories and Praxes

University of the Arts London, Camberwell, Chelsea and Wimbledon – Research Knowledge Exchange and Enterprise

Location:		London, Hybrid
Salary:		£61,945 to £99,972 per annum
Hours:		Full Time
Contract Type:		Permanent
Placed On:	17th May 2024
Closes:	26th June 2024
Job Ref:	10904

The opportunity

UAL Decolonising Arts Institute (DeAI) is looking for an experienced Professor to play a pivotal role in developing, driving, co-leading and delivering our interdisciplinary creative research agenda.

The Institute is a collaborative and inter/multi/un-disciplinary space. We welcome colleagues who can bring a range of disciplinary expertise or an unorthodox disciplinary trajectory to the imaginative reconstruction of creative research.

Following DeAI’s pilot development phase (2018-21) and subsequent period of activity focused on major externally funded projects (2021-24), the Institute is now looking forward to a third phase of collaborative development and sustainable growth, moving to a shared leadership model and aspiring towards cross-institutional impact.

You’ll deliver an interdisciplinary and integrated research programme for the Institute, securing major grants, and establishing new partnerships and collaborations of strategic importance. You’ll contribute to activities aligned with DeAI’s aims to:

Embed decoloniality and global justice into creative research and pedagogy
Challenge formations of knowledge and power
Grow local and global communities of interdisciplinary creative practice research
Evolve structures and processes to ensure sustainability, including a decentralised shared leadership model that enriches the vision and scope of our work and networks

Within UAL, Professors are required to exemplify academic leadership and have a strategic role in the development of the University’s research. You’ll develop your research and practice within the research aims and remit of UAL, through work related to the discourses, modalities and ecologies of anticolonial, postcolonial and decolonial histories and praxes across arts and cultures in UK and global contexts.

You’ll develop and lead research projects and will significantly contribute to the academic research profile and activities of the University. You’ll take a leading role in your appointed areas of research and evidence involvement at a senior level with relevant professional bodies or learned societies. You’ll also plan and initiate the writing of external funding bids as either Principal Investigator or Co-Investigator and have a record of acquiring significant external funding. Professors are also expected to act as Directors of Study and/or supervisors to research degree students.

About you

You will possess a track record of internationally excellent interdisciplinary research in a relevant field/fields, as well as significant experience of research-informed teaching at undergraduate and postgraduate level. You’ll also have overseen PhD completions as a Director of Studies or equivalent.

You’ll be adept at large-scale grant capture, pairing this with experience of developing and delivering significant strategic external collaborative projects either nationally or internationally.

You have excellent communication, organisation and academic leadership skills, and substantial experience of working with others, including leading projects, teams, and developing more junior colleagues.

To apply please click the Apply button.

Closing date: 23:55, 26^th June 2024.

UAL is committed to creating diverse and inclusive environments for all staff and students to work and learn – a university where we can be ourselves and reach our full potential. We offer a range of family friendly, inclusive employment policies, flexible working arrangements and Staff Support Networks. We welcome applicants from diverse backgrounds, including race, disability, age, sex, gender identity, sexual orientation, religion and belief, marriage and civil partnership, pregnancy and maternity, and caring responsibility.

https://www.jobs.ac.uk/job/DHS543/professor-in-anticolonial-postcolonial-and-decolonial-histories-and-praxes

2.9 Stipendiary Lecturership in French Language: University of Oxford – St Catherine’s College and Wadham College

Stipendiary Lecturership in French Language

University of Oxford – St Catherine’s College and Wadham College

Location:		Oxford
Salary:		£27,946 pa
Hours:		Part Time
Contract Type:		Fixed-Term/Contract
Placed On:	15th May 2024
Closes:	10th June 2024

St Catherine’s College and Wadham College propose to appoint an eleven-hour Stipendiary Lecturer in French Language, with effect from 1 October 2024. The Lecturership will be for one year in the first instance, with the possibility of renewal.

The Lecturer will be expected to teach eleven clock hours a week averaged over the three terms (twenty-four weeks) of the academic teaching year. In addition, as a member of the team of French tutors, the post-holder will be expected to play a full role in the running of French in the two colleges, including participating in the admissions process if required, setting and marking College examinations, and taking a role in the pastoral care of undergraduates.

Precise duties will vary between the two colleges, but the post-holder will be expected to teach French grammar to first-year students, guide second- and fourth-year students in the writing of essays in French on current affairs and broad cultural subjects, lead French conversation classes for all year groups in preparation for oral examinations, and teach translation into French to all year groups. Classes are normally made up of between four and eight undergraduate students in their first, second or final (fourth) years of study. More information about the courses is available on the Faculty of Medieval and Modern Languages website. Informal enquiries about the teaching requirements may be made to Dr Jessica Goodman at St Catherine’s (email: jessica.goodman@stcatz.ox.ac.uk) and Dr Emily McLaughlin at Wadham (email: emily.mclaughlin@mod-langs.ox.ac.uk).

The annual stipend for three terms is currently £27,946 and is pensionable. The Lecturer will be a member of each college’s Senior Common Room. At St Catherine’s they will be entitled, free of charge, to three lunches and two dinners per week during term-time and during the admissions exercise in December, and one lunch and one dinner per week outside term-time. At Wadham College they will be entitled to five lunches or dinners per week without charge, when the College kitchens are open. Teaching/seminar rooms are available for booking within the two colleges.

More details can be found in the Further Particulars

Applications should be sent, in a single file, by email to the Personnel Advisor (Email: personnel@stcatz.ox.ac.uk) to arrive not later than noon on Monday, 10 June 2024. Applications must include: a completed Application Cover Form (attached at the end of the further particulars); a letter of application including a statement of prior teaching experience; a full curriculum vitae; and the names of two academic referees. A recruitment monitoring form should also be submitted. Candidates should supply each of their referees with a copy of the further particulars and ask them to write directly to the Personnel Advisor, by email if possible, by the same closing date.

Interviews will be held on Wednesday, 19 June 2024.

The closing date for applications is noon on Monday, 10 June 2024.

https://www.jobs.ac.uk/job/DHR086/stipendiary-lecturership-in-french-language

2.10 Associate Teacher in French – Specific Purpose Contract: University of Limerick – School of Modern Languages & Applied Linguistics

Associate Teacher in French – Specific Purpose Contract

University of Limerick – School of Modern Languages & Applied Linguistics

Location:		Limerick – Ireland
Salary:		€36,147 to €49,424 or £31,440.52 to £42,988.80 (converted salary*) p.a. pro rata
Hours:		Full Time
Contract Type:		Fixed-Term/Contract
Placed On:	22nd May 2024
Closes:	12th June 2024
Job Ref:	068688

With over 18,000 students and 2,000 members of staff, the University of Limerick (UL) is a research led and enterprising institution with a proud record in innovation and excellence in education, research and scholarship. The entrepreneurial and pioneering values which drive UL’s mission and strategy ensure that we capitalise on local, national and international engagement and connectivity. We are renowned for providing an outstanding student experience and conducting leading-edge research. Our commitment is to make a difference by shaping the future through educating and empowering our students.

With the River Shannon as a unifying focal point, UL is situated on a superb riverside campus of over 130 hectares. Outstanding recreational, cultural and sporting facilities further enhance the campus’s exceptional learning and research environment.

Applications are invited for the following position:

Faculty of Arts, Humanities & Social Sciences

School of Modern Languages & Applied Linguistics

Associate Teacher in French – Specific Purpose Contract

Salary Scale: €36,147 – €49,424 p.a. pro rata

Further information for applicants and application material is available online from: http://www.ul.ie/hrvacancies/

The closing date for receipt of applications is Wednesday, 12^th June 2024.

Applications must be completed online before 12 noon, Irish Standard Time on the closing date.

The University of Limerick supports blended working

Please confirm that you are currently eligible to work in Ireland. Applications by candidates who are not eligible to work in Ireland will not be processed.

Please note your application must include:

A letter of introduction indicating how you meet the criteria outlined in the job description.

A completed online application form (separate application forms must be submitted for each post applied for).

Please email erecruitment@ul.ie if you experience any difficulties

Applications are welcome from suitably qualified candidates.

The University of Limerick holds a Silver Athena SWAN award in recognition of our commitment to advancing equality in higher education. The University is an equal opportunities employer and is committed to selection on merit welcoming applicants from all sections of the community. The University has a range of initiatives to support a family friendly working environment, including flexible working.

“The University of Limerick has implemented a “Smoke and Vape Free Campus Policy”. Smoking and vaping in all forms is prohibited.”

https://www.jobs.ac.uk/job/DHU201/associate-teacher-in-french-specific-purpose-contract

2.11 Teaching Assistant Professor of French: Department of Languages & Global Studies of University of North Dakota

The Department of Languages & Global Studies (LGS) invites applications for a Teaching Assistant Professor of French. This is a 9-month non-tenure track position contingent upon availability of funding.

The successful candidate will contribute to French and Global Studies through teaching, and service to the program, department, college, university, and community. We are seeking a generalist in French literature and culture; the area of specialization is open, but preference will be given to candidates who specialize in a period prior to the twentieth century. The successful candidate will help grow our entire program, especially our first-year French language sequences, contribute to curricular development and assessment, and enhance ongoing recruitment and retention strategies for the major and minor. The standard course load is 4/3. The successful candidate will be assigned 93% effort to teach beginning language courses and topics courses on all levels of instruction and 7% effort to engage in service and community outreach. UND and the College of Arts & Sciences value diverse perspectives and seek applicants who are committed to helping students from underrepresented backgrounds succeed.

https://careers.und.edu/jobs/teaching-assistant-professor-of-french-grand-forks-north-dakota-united-states-be6f4066-3017-4072-9783-5c09c64bf74b

2.12 Visiting Assistant Professor in French and Francophone Literature: European Languages and Studies / School of Humanities / UC Irvine

Visiting Assistant Professor in French and Francophone Literature

European Languages and Studies / School of Humanities / UC Irvine

POSITION DESCRIPTION

The Department of European Languages & Studies at the University of California, Irvine, is looking for a Visiting Assistant Professor for a one-year, possibly renewable position in French and Francophone Literature, beginning September 2024. We are particularly interested in a candidate who can teach upper-division courses in 19th through 21st century literature in French, as well as beginning and intermediate levels of French language. Native or near-native fluency in French is required. Experience teaching advanced French grammar and composition courses is also a plus.

The position involves teaching 5 courses over 3 quarters (fall, winter, spring).

Department: https://www.humanities.uci.edu/els/

QUALIFICATIONS

Basic qualifications (required at time of application)

Ph.D. in French, Comparative Literature, or a related field, and have native or near-native fluency in French.

APPLICATION REQUIREMENTS

Document requirements

Curriculum Vitae – Your most recently updated C.V.
Cover Letter
Writing Sample
Teaching Statement – See our guidance for writing a reflective teaching statement.
Inclusive Excellence Activities Statement – Statement addressing how past and/or potential contributions to inclusive excellence will advance UCI’s Commitment to Inclusive Excellence. See our guidance for writing an inclusive excellence activities statement.
Recent Teaching Evaluations

Reference requirements

2-3 letters of reference required

Apply by sending materials to: nagiles@uci.edu by May 31, 2024.

CAMPUS INFORMATION

The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.

JOB LOCATION

Irvine, California

2.13 Lecturer, Full-Time, Temporary, French: Baylor University

Baylor University: Office of the Provost: College of Arts and Sciences: Modern Languages and Cultures

Location

Waco, TX

Open Date

Mar 22, 2024

Deadline

Jun 30, 2024 at 11:59 PM Eastern Time

Description

This is a temporary position with full-time responsibilities teaching French courses in the Department of Modern Languages and Cultures during the Fall 2024 and Spring 2025 semesters. The teaching assignment will include elementary and intermediate courses in the department. Candidates will be required to attend an on-campus interview with University Administration. Employment will be contingent upon the successful completion of a background check.

Qualifications

The successful applicant must hold an advanced degree in the teaching discipline, preferably a Ph.D., by the start date of the appointment. Teaching experience is preferred. Applicants for full-time teaching positions will be asked to provide a statement of religious faith demonstrating understanding and compatibility with Baylor’s Christian mission.

Application Instructions

A complete application consists of

a cover/application letter
a current curriculum vitae
an official transcript of the highest degree completed (if a Ph.D. or other advanced degree is in progress, a transcript showing hours completed toward the Ph.D. is also required),
three confidential letters of recommendation
a statement of religious faith

These items are to be submitted via Interfolio. Finalists will be invited for an interview with the department and university administration.

Application Process

This institution is using Interfolio’s Faculty Search to conduct this search. Applicants to this position receive a free Dossier account and can send all application materials, including confidential letters of recommendation, free of charge.

Apply Now

Equal Employment Opportunity Statement

Baylor University is a private not-for-profit university affiliated with the Baptist General Convention of Texas. As an Affirmative Action/Equal Opportunity employer, Baylor is committed to compliance with all applicable anti-discrimination laws, including those regarding age, race, color, sex, national origin, military service, genetic information, and disability. Baylor’s commitment to equal opportunity and respect of others does not undermine the validity and effect of the constitutional and statutory protections for its religious liberty, including, without limitation, the religious organization exemption under Title VII of the Civil Rights Act of 1964, the religious exemption to Title IX of the Education Amendments of 1972, and the Free Exercise Clause of the First Amendment to the United States Constitution, among others. Baylor encourages women, minorities, veterans, and individuals with disabilities to apply.

EEO/M/F/Vets/Disabled

https://apply.interfolio.com/142891

2.14 Visiting Asst Teaching Prof of Mod Lng & Lit (French & Francophone Studies) :

Applicants must apply online at https://jobs.wm.edu. Submit a curriculum vitae, a cover letter, a statement of teaching interests that describes how your scholarly work informs your approach to teaching and mentoring, and at least two sets of recent course evaluations. A diversity statement is not required. Candidates are encouraged to reflect on their past experiences or future plans to foster an inclusive and welcoming climate for learners/scholars in French & Francophone Studies in any of the aforementioned required documents. You will be prompted to submit online the names and email addresses of three references who will be contacted by the system with instructions for how to submit a letter of reference.

For full consideration, submit application materials by the initial review date, June 1st, 2024. Applications received after the initial review date will be considered if needed.

Position Information

Position Number: F0A32W

Position Title: Visiting Asst Teaching Prof of Mod Lng & Lit (French & Francophone Studies)

Unit Mission Statement: The Department of Modern Languages and Literatures at William & Mary is the oldest program in modern languages in the United States. The department traces its beginning to the establishment of a professorship in modern languages at William & Mary in a curriculum reform instituted by Thomas Jefferson in 1779. Today that single professorship has grown to nearly 50 faculty members offering courses in eight languages, literatures and cultures. Faculty members of every rank are engaged in teaching at all levels, in study abroad programs, in a variety of research activities, and in service to the College, the community, and the profession.

Position Summary: The Department of Modern Languages & Literatures at William & Mary, a public university of the Commonwealth of Virginia, invites applications for a one-year, non-tenure track, Visiting Assistant Teaching Professor instructional position that will begin August 10, 2024.

We seek an individual with expertise in French & Francophone Studies and experience in teaching the French language. The successful applicant will be expected to be an effective teacher and will have a [3-3] teaching load.

Required Qualifications: Native or near-native proficiency in English and French; a M.A. degree; and experience in teaching the French language.

Preferred Qualifications: A Ph.D. or ABD at the time appointment begins (August 10, 2024); previous French language teaching experience at an American University; experience teaching French and Francophone cultural topics.

Conditions of Employment: This position is restricted to a limited term.

Department: 3KD510 Modern Languages Dept

Location: William & Mary

Job Open Date: 05/16/2024

Review Begin Date 06/01/2024

Job Close Date

Open Until Filled: Yes

Employment Category: Faculty

Special Application Instructions: Applicants must apply online at https://jobs.wm.edu.

Submit a curriculum vitae, a cover letter, a statement of teaching interests that describes how your scholarly work informs your approach to teaching and mentoring, and at least two sets of recent course evaluations. A diversity statement is not required. Candidates are encouraged to reflect on their past experiences or future plans to foster an inclusive and welcoming climate for learners/scholars in French & Francophone Studies in any of the aforementioned required documents. You will be prompted to submit online the names and email addresses of three references who will be contacted by the system with instructions for how to submit a letter of reference.

For full consideration, submit application materials by the initial review date, June 1st, 2024. Applications received after the initial review date will be considered if needed.

Background Check Statement William & Mary is committed to providing a safe campus community. W&M conducts background investigations for applicants being considered for employment. Background investigations include reference checks, a criminal history record check, and when appropriate, a financial (credit) report or driving history check.

EEO Statement: William & Mary values diversity and invites applications from underrepresented groups who will enrich the research, teaching and service missions of the university. The university is an Equal Opportunity/Affirmative Action employer and encourages applications from women, minorities, protected veterans, and individuals with disabilities.

Benefits Summary Statement William & Mary offers our employees a full array of benefits including retirement, health insurance with options for expanded dental and vision along with group and optional life insurance with coverage for spouse and children, flexible spending accounts, and an EAP (Employee Assistance Program).

Our employees enjoy additional university benefits such as educational assistance, professional development, wellness benefits, and a robust holiday schedule. All employees have access to fitness facilities on campus. Staff members also have access to the university libraries, and much more. To learn more, go to: https://www.wm.edu/offices/uhr/benefits/index.php?type=none

Supplemental Questions

Required fields are indicated with an asterisk (*).

Applicant Documents

Required Documents

Resume/Curriculum Vitae
Cover Letter
Teaching Statement

Optional Documents

Other Doc
Other 2
Candidate Diversity Statement

https://jobs.wm.edu/postings/59947

3. Announcements

3.1 Call for Submissions for the 13th Annual Lawrence R. Schehr Memorial Award

Our colleague Larry Schehr was strongly committed to the mentoring of junior faculty in the field of Contemporary French Studies. At Contemporary French Civilization (CFC), we are proud to continue honoring him and his good work with the 13^thAnnual Lawrence R. Schehr Memorial Award. This competition is open to all untenured junior colleagues who have received the PhD within the last seven years and who are engaged in research in contemporary French civilization and cultural studies (1870 – present). Scholars who are working on literary topics from a clearly articulated cultural approach are also encouraged to apply.

Junior scholars who have presented conference papers in the preceding 12 months (either at virtual or in-person events and conferences such as for Nineteenth Century French Studies, the 20th and 21st Century French and Francophone Studies International Colloquium, the Society for French Historical Studies, Western Society for French History, Association for the Study of Modern and Contemporary France, as well as other organizations in the US, UK, France, Australia, etc.) are encouraged to submit their work. The researcher who submits the best conference paper will receive the Award and will be invited to publish an expanded version in Contemporary French Civilization.

In the spirit of Larry Schehr, the editorial process of moving from conference paper to publishable article will involve close mentoring by the Editors of CFC. All submissions will be peer reviewed by members of the Editorial Board of CFC. Junior colleagues should submit their conference paper in Word Doc (double spaced, 10-page maximum excluding figures, images, tables, bibliography, etc) in English or French along with a separate file of their curriculum vitae to the Editor-in-Chief of Contemporary French Civilization (dmproven@ncsu.edu) by June 15, 2024 for consideration for this year’s award.

Recent winners and their paper titles are listed below in order to offer examples of the scholarship we’re interested in publishing at Contemporary French Civilization:

2023: Dr. Elizabeth Tuttle (Michigan State University), “S.O.S. Indochine: Care as Anti-Colonial Activism in Interwar France”

2022: Dr. Abigail Celis (Université de Montréal), “Rehearsing the Future: Visualizing Resistance in Omar Victor Diop’s Liberty Series”

2021: Dr. Daniel N. Maroun (University of Illinois, Urbana-Champaign), “Do Black Lives Matter in France? Agency, Culpability, and Police Brutality”

We look forward to receiving your submissions for this year’s award competition. Should you have any questions about your eligibility or suitable paper topic, please email dmproven@ncsu.edu

3.2 Marie Skłodowska-Curie Actions Fellowships, Centre for Arts, Memory and Communities, Coventry University

CALL FOR EXPRESSIONS OF INTEREST

The Centre for Arts, Memory and Communities at Coventry University extends an invitation for expressions of interest from candidates wishing to apply for an EU Marie Skłodowska-Curie Actions Individual Fellowship in the Centre for Arts, Memory and Communities. We welcome expressions of interest in French and Francophone fields of Art History, History, Cultural Memory, Visual and Material Cultures with a significant focus on aspects of memory, history and memory in French/Francophone cultures, hidden cultural memory, trauma, displacement, museums/exhibitions, cultural heritage; recreating/inventing memory.

We advise that candidates check carefully the detailed guidance for the scheme to ensure you are eligible. Broadly, these are:

You should have a PhD by the time of the deadline for applications (11 Sept 2024).
You must have a maximum of eight years’ experience in research, from the date of the award of their PhD degree.
You must not have resided or carried out their main activity (work, studies, etc.) in the UK for more than 12 months in the 36 months immediately before the call deadline.

We encourage interested scholars to initiate contact with a potential supervisor as soon as possible for discussions and additional information.

A list of academic specialists in the Centre for Arts, Memory and Communities is found here https://www.coventry.ac.uk/research/areas-of-research/centre-for-arts-memory-and-communities/our-team/

For details of the CAMC Cultural Memory theme, see here https://www.coventry.ac.uk/research/areas-of-research/centre-for-arts-memory-and-communities/cultural-memory/

All initial enquiries should be addressed to:

Professor Juliet Simpson (Professor of Art History and Chair of Cultural Memory)

juliet.simpson@coventry.ac.uk

Suggested research topics include but are not limited to:

– Art and cultural memory (early-modernity to the contemporary period)

– Sites of Memory/Lieux de mémoire: monuments, liminalities, war/conflict, displacements in modern and contemporary French visual cultures, monuments, images and texts

– Museums – collecting, staging exhibits/memory, future museums

– image/text – writing/imaging/representing memory – memory (re-writings), bottom-up history

– Hidden histories and actors – disappearing heritages, erasures, traumas, incomplete memory

– Memory practices – memorials, commemorations, recoveries, recreations

– Affective memory – the role of emotions, gestures, embodied acts of memory

– Gender/memory – gender identities and memory

– Transcultural/de-colonial memory in objects, sites, artworks and texts

– Designing memory

An indicative schedule for the Fellowship application and review process is as follows:

Deadline for Submission of Expressions of Interest: 31 May 2024. Please submit to research.icc@coventry.ac.uk
Deadline for Submission of Proposals: 11 September 2024
Announcement of Results to Candidates: February 2025 (To Be Confirmed).

3.3 ASMCF Early Career Award

An award of £500 will be made to an Early Career Researcher to contribute towards travel costs incurred on a short trip to one or multiple French-speaking countries. Applicants must be members of the Association and may apply up to six years post viva. A subcommittee convened to adjudicate the prize will look for evidence that the trip has been well planned and that the researcher has attempted to maximize the benefits to be drawn from the time in France. The person to whom the prize has been awarded should provide a brief report on the trip, including details of expenses, no later than three months after return to the UK. Early Career Researchers – applying for the award should complete the online application form, outlining their research project, the aims of their research trip and the anticipated budget for the proposed trip. The winner of the prize will be announced at the ASMCF Annual Conference.

The deadline for applications is 14^th July 2024. For more details about awards/prizes, please visit the ASMCF website: https://asmcf.org/funding-prizes/

3.4 Working Towards a Decolonised Secondary Languages Education

INSTITUTE OF LANGUAGES, CULTURES AND SOCIETIES

School of Advanced Study • University of London

Working Towards a Decolonised Secondary Languages Education

22 June

10:00am – 12:15pm BST (UK time)

Registration: https://ilcs.sas.ac.uk/events/working-towards-a-decolonised-secondary-languages-education

Join the Association for Language Learning (ALL) Decolonise Secondary Languages Special Interest Group for our inaugural symposium hosted online by ILCS. Share ideas and action with educators who are working together to make advancements in decolonising secondary languages education.

PROGRAMME

10:00 Welcome to our SIG Lisa Panford, Founder & Chair (St Mary’s University, ALL)

10:15 Keynote: Dilemmas and Opportunities: Perspectives on Decolonising Secondary Languages Kerry Bevan (Cardiff Metropolitan University)

10:30 Representation: Pupil voice Caroline Conlon (UCL), Kerry Bevan (Cardiff Metropolitan University), Andrea Pfeil (Goethe-Institut), Marina Jaubert (Ealing Fields School), Camilla Smith (UCL), Ruth Bailey (University of Bristol)

10:45 Why and how do we decolonise our languages classrooms? Elaine Huggett (Nower Hill High School), Vanessa Fonseca-Cívico (Raynes Park High School), Hannah Purdy (Wellington School), Naomi Wells (ILCS)

11:00 Q&A

11:15 Dismantling the hierarchies Ashni Haria (Davenant Foundation School), Maud Waret (ALL), Cecile Jagoo (University of Bristol), Mariel Deluna (University of Edinburgh), Judith Rifeser (ALL), Ro-Henry Grant (University of London)

11:30 Decolonising secondary Classics: tensions and opportunities Rachel Wright (Ellen Wilkinson School for Girls), Nadine Lewis (Nower Hill School) & Caroline Bristow (University of Cambridge)

11:45 Q&A

12-12:15 Next steps?

3.5 Humanities Summit: School of Advanced Study, University of London

SCHOOL OF ADVANCED STUDY • UNIVERSITY OF LONDON

Humanities Summit

26 June

10:30am – 3pm BST (UK time)

In person: Wolfson Conference Suite, Senate House, London

Registration: https://www.sas.ac.uk/events/humanities-summit

Our upcoming Humanities Summit will bring together colleagues from across the UK to engage in critical discussions surrounding the challenges and opportunities facing the arts and humanities.

The summit will begin with an open discussion forum, offering a platform for attendees to exchange experiences and ideas about the pivotal issues confronting our sector. The discussion will be structured around a series of 5-minute interventions from invited speakers, reflecting the diversity of perspectives across our disciplines. The open discussion will be followed by a panel debate addressing the broader policy landscape, and a concluding session considering potential strategic approaches for our sector going forward.

Provisional programme

10:30-10:40 Introduction and Welcome

10:40-12:00 Open Discussion Forum: Where we stand: The arts and humanities today

This session offers a platform for attendees to exchange experiences and ideas concerning the pivotal issues confronting the sector. It will be structured around a series of short interventions from invited speakers.

12:00-12:10 Break

12:10-13:00 Panel Discussion: Politics and policy: Charting a course for the arts and humanities

This panel discussion will address the broader political debates surrounding the future of arts and humanities education and research.

13:00-14:00 Lunch

14:00-14:45 Ideas Session: What would a ‘campaign’ for the arts and humanities look like?

This ideas session will reflect on our strategic positioning as a sector and consider possible approaches to advocating for our disciplines going forward.

14:45-14:55 Closing Remarks & Event Close

In light of the rapid pace of change and the challenging circumstances faced by institutions and departments over recent months, this summit will serve as a crucial forum for debate, idea-sharing, and strategic planning.

This event also serves as a precursor to a larger, annual Humanities Summit scheduled for launch next year. Your feedback on this occasion and suggestions for the future will be much appreciated as we shape the new format.

If you are able to attend, please register here: https://www.sas.ac.uk/events/humanities-summit

3.6 PhD Candidate: Civic Fictions Project

PhD Candidate: Civic Fictions Project

Employment

0.8 – 1.0 FTE

Gross monthly salary

€ 2,770 – € 3,539

Required background

Research University Degree

Organizational unit

Faculty of Arts

Application deadline

13 June 2024

Apply now

Do you want to contribute as a PhD candidate to a groundbreaking Vici project at the intersection of history, book history and literary theory? Are you a team worker with an affinity for Digital Humanities (DH) research, and would you like to work in an informal, interdisciplinary setting in the Department of Modern Languages? If so, then we are looking for you!

As part of the Vici project on Civic fictions, you will design a PhD project with a book history focus, to study the 18th-century reception of texts and publications dealing with slavery and abolition from a comparative European perspective (Netherlands, France, British Isles). You will use 18th-century debates on slavery and abolition as a case study to test the validity of modern theories of fiction-induced empathy as a force for societal change. In particular, you will identify and study historical readers of slavery-related books, including women, to explore the intersection of multiple societal players and political agendas, and the 18th-century gendering of slavery discourse.

To address these questions, you will establish a corpus of fictional and non-fictional publications relating to slavery, mapping their occurrences across the Vici project data ecosystem (private library catalogues, bookseller archives, library lending records, and more, as recorded in MEDIATE, FBTEE

, SHEWROTE, and other databases). You will establish links between texts, books and historical readers, and identify specific reader constituencies in this reception history. By analysing the emerging patterns and frequencies, and focusing on a number of significant case studies, you will ultimately provide new insight into the multiple meanings of slavery for 18th-century readers, and the question how they read slavery discourse – empathically, or within other epistemological frameworks.

Profile

You hold an MA degree in a relevant discipline, preferably literary studies or history.
You have a demonstrable affinity with research, as evidenced by presentations at academic conferences, editorial assistantships for scholarly journals, or one or more publications or co-publications.
You have excellent spoken and written skills in English, and preferably also in French.
You have reading knowledge of Dutch, or are willing to acquire it.
Experience with DH research and tools, especially bibliometric databases and quantitative (statistical) analyses, will be considered an asset.
You work accurately and assume responsibility for your own development process as a researcher.
You are a team player with a flexible, critical and proactive attitude.

We are

The PhD will be part of the Civic Fictions project team, consisting of one other PhD candidate, two postdoctoral researchers, and the PI, all housed in the French section of the Department of Modern Languages. The project team regularly collaborates with sister project teams based in Liverpool and Sydney, as well as other international projects.

Radboud University

At Radboud University, we aim to make an impact through our work. We achieve this by conducting groundbreaking research, providing high-quality education, offering excellent support, and fostering collaborations within and outside the university. In doing so, we contribute indispensably to a healthy, free world with equal opportunities for all. To accomplish this, we need even more colleagues who, based on their expertise, are willing to search for answers. We advocate for an inclusive community and welcome employees with diverse backgrounds, cultures, and perspectives. Will you also contribute to making the world a little better? You have a part to play.

If you want to learn more about working at Radboud University, follow our Instagram account

and read stories from our colleagues.

Faculty of Arts
The Faculty of Arts is committed to the development of knowledge with a strong scientific and social impact. With over 500 academic and support staff, we teach and conduct research in the fields of art, history, language, culture and communication, using innovative methodologies and collaborating closely across disciplines. Our research is embedded in two research institutes: the Centre for Language Studies (CLS) and the Radboud Institute for Culture & History (RICH). Approximately 2,500 students are currently enrolled with us across our three departments: the Department of History, Art History and Classics, the Department of Modern Languages and Cultures and the Department of Language and Communication. The faculty is characterised by a pleasant and open culture with various opportunities for the professional development of our staff.

We offer

We will give you a temporary employment contract (0.8 FTE 5- year contract – 1.0 FTE 4- year contract) of 1,5 years, after which your performance will be evaluated. If the evaluation is positive, your contract will be extended by 2.5 years (4-year contract) or 3.5 years (5-year contract).
You will receive a starting salary of €2,770 gross per month based on a 38-hour working week, which will increase to €3,539 from the fourth year onwards (salary scale P).
You will receive an 8% holiday allowance and an 8,3% end-of-year bonus.
You will be able to use our Dual Career and Family Support Service. The Dual Career Programme assists your partner via support, tools, and resources to improve their chances of independently finding employment in the Netherlands. Our Family Support Service helps you and your partner feel welcome and at home by providing customised assistance in navigating local facilities, schools, and amenities. Also take a look at our support for international staff page to discover all our services for international employees.
You will receive extra days off. With full-time employment, you can choose between 30 or 41 days of annual leave instead of the statutory 20.

Additional employment conditions

Work and science require good employment practices. Radboud University’s primary and secondary employment conditions reflect this. You can make arrangements for the best possible work-life balance with flexible working hours, various leave arrangements and working from home. You are also able to compose part of your employment conditions yourself. For example, exchange income for extra leave days and receive a reimbursement for your sports membership. And, of course, we offer a good pension plan. We also give you plenty of room and responsibility to develop your talents and realise your ambitions. Therefore, we provide various training and development schemes.

Practical information and applying

You can apply only via the button below. Address your letter of application to prof. A.C. Montoya. In the application form, you will find which documents you need to include with your application.

The first interviews will take place on 26 June. You will preferably start your employment on 1 September.

We can imagine you’re curious about our application procedure. It describes what you can expect during the application procedure and how we handle your personal data and internal and external candidates.

Apply now Application deadline 13 June 2024

https://www.ru.nl/en/working-at/job-opportunities/phd-candidate-civic-fictions-project

4. New Publications

4.1 The Ocean on Fire: Pacific Stories from Nuclear Survivors and Climate Activists, by Anaïs Maurer

Bombarded with the equivalent of one Hiroshima bomb a day for half a century, Pacific people have long been subjected to man-made cataclysm. Well before climate change became a global concern, nuclear testing brought about untimely death, widespread diseases, forced migration, and irreparable destruction to the shores of Oceania. In The Ocean on Fire, Anaïs Maurer analyzes the Pacific literature that incriminates the environmental racism behind radioactive skies and rising seas. Maurer identifies strategies of resistance uniting the region by analyzing an extensive multilingual archive of decolonial Pacific art in French, Spanish, English, Tahitian, and Uvean, ranging from literature to songs and paintings. She shows how Pacific nuclear survivors’ stories reveal an alternative vision of the apocalypse: instead of promoting individualism and survivalism, they advocate mutual assistance, cultural resilience, South-South transnational solidarities, and Indigenous women’s leadership. Drawing upon their experience resisting both nuclear colonialism and carbon imperialism, Pacific storytellers offer compelling narratives to nurture the land and each other in times of global environmental collapse.

Anaïs Maurer is Assistant Professor of French and Comparative Literature at Rutgers University.

https://www.dukeupress.edu/the-ocean-on-fire

4.2 Nineteenth-Century French Studies volume 52, numbers 3–4 / Spring–Summer 2024

Current Table of Contents

Volume 52 numbers 3 & 4 / Spring–Summer 2024 (scroll down for book reviews)

CONTENTS

ARTICLES

Kylie Sago
Challenges in Commemorating the Abolition of the Slave Trade in the Académie d’Amiens Poetry Contest of 1819 and 1820

Ellamae Lepper
“J’aurai un salon magnifique [. . .] et moi seul j’y entrerai”: Hospitality as Potency in Stendhal’s Armance

Maria Beliaeva Solomon
Frères de race, amis de couleur: Diasporic Solidarities in the French Abolitionist Press

Philip Knee
Morale et désenchantement: Sainte-Beuve lecteur de La Rochefoucauld

Corry Cropper and Sara Phenix
Determinism versus the Fantastic: Toward a Hermeneutics of Enchantment

Adeline Heck
Twilight of the Wagnerian God: Reexamining Huysmans’s and Mallarmé’s Poetic Critique of Wagner

Anne O’Neil-Henry
Coal and Fuel Alternatives in the Novels of Jules Verne

Isabel Maloney
Lucien Descaves on Trial: Naturalism, Sexual Politics and Patriotism in the Third Republic

Joseph Acquisto
“Le point d’interrogation de Clotilde”: Doubt, Experience, and Experiment in Le Docteur Pascal

REVIEWS

N.B. In agreeing to publish a review with Nineteenth-Century French Studies, authors retain the copyright to their review and give Nineteenth-Century French Studies the right to first publication of that review. (effective September 2014)

DE VIVE VOIX

Belnap, Heather, Corry Cropper, and Daryl Lee. Marianne Meets the Mormons: Representations of Mormonism in Nineteenth-Century France
Masha Belenky

Julliot, Caroline. Monte-Cristo, le procès!
Emma Burston

Reinach, Salomon, edited by Boris Czerny. Correspondance 1888–1932: un polygraphe sous le signe d’Amalthée
Thomas Stammers

FIN-DE-SIÈCLE FIGURES

Fraquelli, Simonetta, and Cindy Kang, editors. Marie Laurencin: Sapphic Paris
Victoria Cheff

Larson, Sharon. Resurrecting Jane de La Vaudère: Literary Shapeshifter of the Belle Époque
Mathew Rickard

UNCERTAIN FUTURES

Acquisto, Joseph. Living Well with Pessimism in Nineteenth-Century France
Karen Humphreys

Best, Janice. Power and Propaganda in French Second Empire Theatre: Playing Napoleon
Susan McCready

Diaz, Delphine, Alexandre Dupont, and Antonin Durand, editors. Femmes et genre en exil au XIXe siècle
Eleanor Stefiuk

MARKING TIME

Smyth, Patricia. Paul Delaroche: Painting and Popular Spectacle
Jonathan Ribner

Reibel, Emmanuel. Du métronome au gramophone: musique et révolution industrielle
Brett Brehm

4.3 Contemporary French and Francophone Studies, Volume 28, Issue 2 (2024): Translingual Writing in French

Contemporary French and Francophone Studies, Volume 28, Issue 2 (2024)

Translingual Writing in French

Translingual Literature in French: Against Definition

Roger Célestin (Editors) , Eliane DalMolin (Editors) & Ioanna Chatzidimitriou (Guest Co-Editor)

Pages: 141-153

Research Articles

Postures francophones translingues

Sara De Balsi

Pages: 154-169

“Je te parle dans ta langue, et c’est dans mon langage que je t’entends:” The Stranger’s Linguistic Ingenuity

Oana Panaïté

Pages: 170-185

Exit le translinguisme exclusif: Talgo et la genèse bilingue de l’œuvre alexakienne

Marianne Bessy

Pages: 186-199

The Translingual Turn and French Literary Prize-winners: Mohamed Mbougar Sarr’s La plus secrète mémoire des hommes (2021)

Jacqueline Dutton

Pages: 200-216

Pia Petersen, Translingualism and Disruption

Natalie Edwards

Pages: 217-229

Luba Jurgenson, Au lieu du péril : une poétique de l’interstice

Valérie Zuchuat

Pages: 230-241

Translingual poetics and the politics of language: the case of Katalin Molnár

Charles Forsdick

Pages: 242-257

Article

Acquérir une littérature seconde

Alain Ausoni

Pages: 258-271

Baudrillard, Translingual Poet

Sara Kippur

Pages: 272-283

Through the Translingual Lens: Persian Calligraphy in Mana Neyestani’s L’Araignée de Mashhad

Liana Pshevorska

Pages: 284-301

Translingualism 2.0

Oana Sabo

Pages: 302-316

Interview

Interview

“La calligraphie…c’est l’amour des mots.” An Interview with Atiq Rahimi

Lida Amiri

Pages: 317-324

4.4 Australian Journal of French Studies Volume 61.1

The latest issue of Australian Journal of French Studies is now available online.

Liverpool University Press is pleased to inform you of the latest content in AUSTRALIAN JOURNAL OF FRENCH STUDIES (AJFS), a highly regarded publication that is essential reading for those working in and researching French and Francophone literature, culture and society

Volume 61.1 is a special issue of the Australian Journal of French Studies attempts to address the gap between the explosion of Mā’ohi literary output in the seven indigenous languages of the islands as well as in French, and the relative lack of literary translations available to anglophone audiences. The theme guiding this issue, “New Directions in Contemporary Mā’ohi Literature”, points to the goal of examining recently published works by authors from Mā’ohi Nui as a step forward for literary studies in the region.

Browse all articles >

Read a free issue >

Table of contents

EDITOR’S PREFACE

E AHA TE ‘AVEI’A? QUEL CAP PRENDRE? WHICH ROUTE TO TAKE? NEW DIRECTIONS IN CONTEMPORARY MĀ’OHI LITERATURE: INTRODUCTION

JULIA FRENGS and ANAÏS MAURER

TRANSLATION

‘ĒTENE/SAUVAGE/SAVAGE

REHIA TEPA and TEVAHITUA BORDES

FROM DISRUPTIVE

TITAUA PEU

LES AMOURS RADIOACTIVES

TAIMANA ELLACOTT

FROM OH MY!… OMAI!

TITAUA PORCHER

FROM THE PAGAN

ARI’IRAU

FROM ZERO MERIDIAN

MOURAREAU

KAGOU

MANUIA HEINRICH SUE

RESEARCH ARTICLES

READING THE MULTILINGUAL NOVEL WITH THE MĀ’OHI TĪFAIFAI: AN INDIGENOUS RESEARCH METHODOLOGY

MANUIA HEINRICH SUE

CONTRE-UTOPIE ET UTOPIE DANS MÉRIDIEN ZÉRO DE MOURAREAU

TITAUA PORCHER

LOVING SOLIDARITIES AND THE MĀ’OHI FAMILY: QUEER AND TRANS CARE IN THE NOVELS OF TITAUA PEU

ERIC DISBRO

PLAIDOYER POUR LA COLÈRE ANTINUCLÉAIRE : LE DROIT À L’ÉMOTION DANS L’ÉCRITURE DE L’HISTOIRE DU CENTRE D’EXPÉRIMENTATION DU PACIFIQUE

ANAÏS MAURER

4.5 Dix-Neuf, Volume 28, Issue 1 (2024): Science and Culture After the Advent of Race

https://www.tandfonline.com/toc/ydix20/28/1

Introduction

Introduction

Julia Hartley & Sarah Arens

Pages: 1-8

Research Articles

Ourika, une clairvoyance noire

Sarga Moussa

Pages: 9-19

Réveiller la mémoire de l’espèce. La récapitulation haeckelienne et la race de Lahor à Proust

Pauline Moret-Jankus

Pages: 20-31

Émile Zola’s Black Lives: Colonial Experiments and the Limits of Empathy in La Joie de vivre

Jennifer Yee

Pages: 32-46

Educating Feeling: Race and Sentimental Science in Aglaé Comte’s Histoire naturelle racontée à la jeunesse

Ryan J. Pilcher

Pages: 47-64

‘Le Barbare parle Grec’: French Classical Scholars and the Racialisation of Modern Greek

Sarah Budasz

Pages: 65-85

The Laws of Indiscipline: Anténor Firmin, Racial Justice, and the Case for a Humanist Anthropology

Bastien Craipain

Pages: 86-105

SFPS Monthly Mailing: May 2024

1. Calls for Papers/Contributions

1.1 Autobiographical Narratives in French and Francophone Children’s Literature, Relief 19.2

1.2 20th/21st Century French and Francophone Studies International Colloquium

UNC Greensboro

1.3 Conference: Comparative Subalternities: Solidarity and Intersectionality across Disciplines

1.4 French Colonial History Special Issue: “The Intimacies of Empire”

1.5 Pooling Open-Access Resources: Designing for Justice and Access: Diversity, Decolonization, and the French Curriculum (DDFC)

1.6 French Studies and the Medical Humanities: Critical Intersectionalities

1.7 Race, Racism, and (neo-)Republicanism in Contemporary France: French Politics Specialist Group 2024 Annual Workshop

1.8 Global French Studies: Transnational, Transcultural, and Transdisciplinary Perspectives

1.9 De la présence du passé et de l’absence : Exil et migrance dans les productions culturelles des mondes arabe et amazigh

1.10 Penser au-delà de la binarité dans les littératures et discours francophones

1.11 Les femmes et la Libération en France (métropole et Empire), 1944-1946

1.12 Appel à contributions: Journée de Doctorant.e.s de l’Adeffi 2024

2. Job and Scholarship Opportunities

2.1 Early Career Teaching and Research Fellow in French and Francophone Studies, Department of European Languages and Cultures at University of Edinburgh.

2.2 Yves Hervouet Research Fellowship in French and Francophone Studies Department of Languages and Cultures, Lancaster University

2.3 Early Career Fellowships: Inclusion, Participation and Engagement

2.4 Cadbury Research Fellow in African Studies: University of Birmingham – School of History and Cultures

2.5 Early Career Teaching & Research Fellow in French & Francophone Studies

The University of Edinburgh – Languages & Cultures, Department of European Languages & Cultures

2.6 Lecturer in French: University of Bath – Politics, Languages & International Studies

2.7 Tutor in French & Francophone Studies: The University of Edinburgh – Languages & Cultures, Department of European Languages & Cultures

2.8 Professor in Anticolonial, Postcolonial and Decolonial Histories and Praxes

University of the Arts London, Camberwell, Chelsea and Wimbledon – Research Knowledge Exchange and Enterprise

2.9 Stipendiary Lecturership in French Language: University of Oxford – St Catherine’s College and Wadham College

2.10 Associate Teacher in French – Specific Purpose Contract: University of Limerick – School of Modern Languages & Applied Linguistics

2.11 Teaching Assistant Professor of French: Department of Languages & Global Studies of University of North Dakota

2.12 Visiting Assistant Professor in French and Francophone Literature: European Languages and Studies / School of Humanities / UC Irvine

2.13 Lecturer, Full-Time, Temporary, French: Baylor University

3. Announcements

3.1 Call for Submissions for the 13th Annual Lawrence R. Schehr Memorial Award

3.2 Marie Skłodowska-Curie Actions Fellowships, Centre for Arts, Memory and Communities, Coventry University

3.3 ASMCF Early Career Award

3.4 Working Towards a Decolonised Secondary Languages Education

3.5 Humanities Summit: School of Advanced Study, University of London

3.6 PhD Candidate: Civic Fictions Project

4. New Publications

4.1 The Ocean on Fire: Pacific Stories from Nuclear Survivors and Climate Activists, by Anaïs Maurer

4.2 Nineteenth-Century French Studies volume 52, numbers 3–4 / Spring–Summer 2024

4.3 Contemporary French and Francophone Studies, Volume 28, Issue 2 (2024): Translingual Writing in French

4.4 Australian Journal of French Studies Volume 61.1

4.5 Dix-Neuf, Volume 28, Issue 1 (2024): Science and Culture After the Advent of Race

Erin Twohig

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