The suggested topics may be interpreted widely and are intended to encompass as broad an historical range as may be applicable. Please provide a short abstract (250-300 words maximum), indicating the topic you have chosen and outlining the argument of the proposed paper. Abstracts should address an audience made up of both specialists and non-specialists, and should include the proposer’s contact details.

The Society encourages proposals for complete panels (of 3 or 4 speakers) on either the suggested topics, or from any area of French studies, and it is hoped that approximately half of the parallel sessions at the conference will emerge from complete-panel proposals. These should include the names and e-mails of all speakers, and those of the proposed session chair, who should not be one of the speakers. As well as a 250-300-word abstract for each speaker, proposals should contain a brief outline of the rationale and motivation of the proposed panel (no more than one printed page). One individual from each panel should be clearly designated as the proposer; they will have overall responsibility for the proposed session. For complete panels, the Society is also keen to encourage non-traditional formats. These might include (but are not limited to): pre-circulated materials, performance or creative practices, project-based sessions, pedagogical workshops, non-academic partnerships.

Papers and panels are selected through peer review: you should know by mid-November 2024 whether your paper/panel has been successful. We especially invite applications from postgraduate students. Please submit abstracts (via this form https://shorturl.at/j5bsE) by 21st September 2024. For queries relating to the conference, please contact the Conference Officer, Dr Kate Foster at the following address: sfsbristol2025@gmail.com For further information, please see www.sfs.ac.uk.

66e Congrès annuel

University of Bristol

30 juin – 2 juillet 2025

APPEL À COMMUNICATIONS

Nous vous invitons à nous faire part de vos propositions de communication (en français ou en anglais; durée: 20 minutes) pour des sessions consacrées aux sujets suivants :

Adaptation et intermédialité
Bricolage
Célébrer Maryse Condé (1934-2024)
Un Siècle d’Art déco
Colonialité en France et le monde francophone
Récits initiatiques
Digressions
Esclavage
L’immigration francophone au Canada
#MeToo et #MeTooGarçons
Les Arts de territoire
Passés et avenirs posthumains
La prothèse
Relativisme et moralité dans la pensée française
Transfuges de classe
La voix
Célébrer le centenaire de la naissance de Frantz Fanon
Le 80e anniversaire du 8 mai : cultures commémoratives de la Seconde Guerre mondiale

Ces sujets se prêtent aux approches disciplinaires et aux contextes historiques les plus divers. Veuillez fournir un court résumé (de 250-300 mots maximum) de votre proposition de communication, indiquer le sujet dans lequel il s’inscrit et exposer les grandes lignes de la communication proposée. Nous rappelons que les propositions de communication doivent s’adresser à un public de spécialistes comme de non-spécialistes, et doivent inclure les coordonnées de la personne qui la propose.

Le Comité scientifique examinera également des propositions de panels complets portant soit sur les thèmes ci-dessus, soit sur les différents domaines des études françaises et francophones. Les organisateurs encouragent vivement ce type de propositions qui devraient constituer la moitié des sessions du congrès. Les propositions devront être accompagnées des noms et des coordonnées (institution, adresse électronique) de tous les intervenant·es (3 ou 4) et du modérateur de séance ainsi que des résumés des interventions (250-300 mots par communication) et d’une page résumant les objectifs de la session proposée. Le modérateur de séance ne figurera pas parmi les intervenant·es. Le nom de la personne responsable de la session doit être clairement indiqué. Le Comité scientifique prendra également en considération d’autres formats de session que le format traditionnel qui pourraient inclure (mais sans s’y limiter) : des matériaux prédistribués; des performances/des pratiques créatives; des sessions liées à des projets particuliers; des ateliers pédagogiques; des partenariats non-académiques.

Toutes les propositions seront étudiées par le Comité scientifique et les décisions seront communiquées vers mi-novembre 2024. Les doctorant·es sont vivement encouragé·es à participer. Pour proposer une communication ou un panel, veuillez remplir ce formulaire (https://shorturl.at/j5bsE) avant le 21 septembre 2024. Veuillez adresser toute question à propos du congrès à l’organisateur, Dr Kate Foster, à l’adresse suivante : sfsbristol2025@gmail.com. Pour plus de renseignements, veuillez consulter www.sfs.ac.uk.

1.2 Sketching the Spectral: Ghosts in French-language Graphic Novels (NEMLA 2025)

“Sketching the Spectral: Ghosts in French-language Graphic Novels”

56^th Northeast Modern Language Association (NeMLA) Convention

Philadelphia, PA

March 6-9, 2025

Deadline for abstracts: September 30, 2024

This panel examines the wide-ranging use of ghosts in graphic novels. The idea is based on an application of Jacques Derrida’s notion of hauntologie within the context of the bande dessinée, a medium that lends itself to the spectral in that it can disrupt the presumed linear flow of past-present-future through formal elements. For Derrida, the figure of the ghost is a deconstructive agent whose spectral subjectivity disrupts the very notion of the present as tied to reality. One question this panel seeks to address concerns how ghosts might mediate an engagement with the unresolved, inescapable, or unfinished stories that haunt the 21st century. This panel invites a discussion of how ghosts are employed in graphic novels and how graphic novels employ spectral scenes that disrupt time and space to engage with present through the prism of the past.

Topics of inquiry may include, but are not limited to:

Hauntings
Representing space-time in graphic novels
Ghosts linked to historical events
Memory
Trauma
Postcolonial legacies
Formal elements of the bande dessinée used to engage with the past

Please submit 250 word abstracts in English or French through the NeMLA website by September 30, 2024.

For more information, feel free to reach out to Robert Sapp (sappra@cofc.edu).

1.3 Representing Disability in French-speaking Literature and Media (NEMLA 2025)

Women in French: Representing Disability in French-speaking Literature and Media

Chairs: E. Nicole Meyer (Augusta University) & Cyrielle Faivre (University of Calgary)

This panel addresses representations in literature or other media of disabled women and/or women dealing with disability in their lives, whether societally, politically, individually or collectively. Approaches to cultural, societal, political, individual, and collective experiences welcome. Proposals dealing with literature, cinema, tv shows, podcasts, music and visual arts invited. Abstracts of 200-300 words in French or English welcome by October 1.

https://cfplist.com/nemla/User/SubmitAbstract/21058

1.4 Accommodating Today’s Student Angst and Access (NEMLA 2025)

Women in French: Accommodating Today’s Student Angst and Access

Chairs: Cyrielle Faivre (University of Calgary) & E. Nicole Meyer (Augusta University)

This roundtable addresses questions of contemporary student access as well as existential angst in our French-speaking classrooms. Teaching has [r]evolved in ways that challenge our previous pedagogies and approaches to fostering student learning. Students have lost confidence in their future and somehow in higher education. We must (re)define our approach to this massive shift. Topics may include: neurodiversity, access and disability, depression and anxiety, as well as existential concerns and ways we have adapted or should adapt to them. Abstracts of 200-300 words in English or French welcome by October 1.

https://cfplist.com/nemla/User/SubmitAbstract/21064

1.5 Représentations de massacres coloniaux français dans la littérature et les arts visuels (Nouvelles Études Francophones)

Appel à contributions

Nouvelles Études Francophones

Dossier spécial: Représentations de massacres coloniaux français dans la littérature et les arts visuels (Taieb Berrada)

Grand nombre de chercheurs s’accordent à dire que les massacres coloniaux commis par la France relèvent d’une politique de l’oubli, soit d’une identité nationale fondée sur un passé fragmenté, parcellaire et souvent manipulé pour sauvegarder son unité. Cette politique relève d’un processus de refoulement qui participe à la marginalisation d’un passé colonial traumatique où “oublier” un événement participe également de la production d’une mémoire collective. Le décalage qui en résulte, entre histoire officielle, expression de la spécificité nationale et notion de mémoire collective (Blanchard), force à s’interroger sur la fonction des images et des symboles dans la structuration des mémoires et l’interprétation de l’histoire. C’est ainsi que le passé historique officiel entre en conflit avec les différentes mémoires collectives créant ce qu’on appelle “une guerre des mémoires” et dévoilant une volonté de maintenir un refus de repentance. Or, si l’oubli permet de mettre de côté un passé douloureux, celui-ci a toutes les chances de ressurgir dans le présent sous forme de trauma historique. Il est donc nécessaire de proposer une représentation de la France porteuse d’une mémoire non plus monolithique mais à la fois plurielle et multidirectionnelle (Rothberg). L’appel à une reconnaissance des crimes coloniaux de l’État français contribuerait alors à une représentation plus juste de la nation et où l’État français ne serait plus le seul garant du récit national. Loin d’une rivalité des différentes mémoires collectives en France en lui opposant une vision multidimensionnelle, il s’agirait d’intégrer dans l’histoire nationale ces mémoires bafouées pour démythifier le passé dans une perspective transnationale et comparative des crimes coloniaux (Stora).

Ce dossier de NÉF se propose d’analyser à travers des perspectives multidirectionnelles et pluridisciplinaires des œuvres contenant des représentations de massacres coloniaux français. Nous invitons particulièrement les contributions qui offriraient un éclairage nouveau sur le rôle de la littérature et des arts visuels dans la compréhension des massacres coloniaux, et qui abordent les questions suivantes: Comment tout d’abord représenter l’horreur d’un massacre colonial là où il ne subsiste plus de témoins? Comment alors toutes ces œuvres dotées d’une grande composante fictive s’emparent-elles du passé historique et quel apport historiographique nous proposent-elles? Vice-versa, de quelle manière la fiction influence-t-elle la mémoire collective et le discours historiographique? Quels sont les nouvelles dimensions du rôle de la fiction dans l’écriture de l’histoire et quelles approches méthodologiques ou représentatives sont utilisées dans ces œuvres et dans quel but? Quel(s) rôle(s) occupent les arts visuels et les arts du spectacle dans ce travail mémoriel?

Les propositions de contribution sont à remettre avant le 2 septembre 2024. Elles comprendront un court résumé (250-500 mots), un titre provisoire, vos coordonnées, votre affiliation institutionnelle et une courte notice bio-bibliographique (environ 120 mots).

Veuillez envoyer votre proposition à Taïeb Berrada: berrada@lehigh.edu

Remise des articles (5500-6000 mots) : le 18 novembre 2024. Si votre proposition est retenue, vous recevrez le protocole de rédaction à suivre avec la réponse d’acceptation de votre proposition.

Nouvelles ÉtudesFrancophones (NEF), ISSN 1552-3152, publiée par les Presses Universitaires du Nebraska, est la revue officielle du Conseil International d’Études Francophones (CIÉF). Revue scientifique biannuelle de langue française, NEF diffuse la recherche dans les domaines de la langue française, de la littérature, des arts, des sciences sociales, de la culture et de la civilisation des pays et régions francophones.

1.6 Transformation (Women in French UK–Ireland Conference 2025)

Women in French UK–Ireland Conference 2025

Organizers: Dr Jasmine Cooper (Cambridge) & Dr Adina Stroia (Queen’s University Belfast)

Dates: 30^th May 2025 –1^st June 2025

Place: Hinsley Hall, Leeds, UK

Keynotes TBA

CALL FOR PAPERS

TRANSFORMATION

Trans. To move across, beyond, through.

Formation. Shape, process, training, getting in line.

To move across, beyond and through forms, shapes, processes, becomings, configurations, arrangements, patterns.

To be oriented differently. To be undone and remade.

A theme and praxis.

The generative pull of transformation might be likened to creativity: an alchemical process of the transmutation of one ‘thing’ (substance, idea, body, form, genre, text, medium, approach, frame) into another. French and Francophone women artists (broadly understood) have often been at the forefront of transformative creative practices. From inscribing the (female) body to delimiting desire; from (self-)experimentation to defying generic conventions and expectations, transformation has been both thematised and enacted by women artists for centuries. While the disruption and transformation of normative gendered expectations have long been a central concern for feminists, the very idea of gender itself is transforming. Gender fluidity is by no means a new phenomenon, but the queer and trans theories of the last three decades continue to transform (historic) conceptualisations of gender. If transformation implies a mobile and dialectical relationship to self, other, world and structures, how are these relationships re-negotiated, re/ or de/formed, re/ or un/balanced across texts, theory, the arts, pedagogies? How might experimentations with narratives and forms, with limits, genre(s), gender and borders, past and present, lean into metamorphosis to overwrite designations of fixity, abjection or pathologisation (racialised, gendered, queer, crip, classed)?

Transformation as a reckoning has been seen in struggles and campaigns for change and freedom. Nonetheless, at different turning points or flashpoints in history, there has been a profound ambivalence about whether to protect, reform or transform (abolish) certain structures completely. Indeed, transformation is a reminder of a shared horizon of unstable, ever-changing ecologies. Whether it be socio-political, natural or personal, transformation requires energy. Transformation is labour.

From the transnational to the transhistorical; the transhuman to trans theory; from transference to translation, we encourage a grappling with the tension, friction, mobility and roiling creative potential inherent to processes of transformation. We are also interested in the hopeful, even utopian potential of transformation: namely, how can transformation as theme and praxis be a reminder that we all (human, animal, mineral) deserve better (Muñoz)?

***

We strongly encourage panels and/or papers which draw together different approaches (transdisciplinary, transhistorical, transcultural, transnational) to the theme and praxes of transformation in French and Francophone cultures and contexts pertaining to or by women (understood inclusively) across literature, film, the visual arts, philosophy, critical theory, pedagogies and beyond. We also welcome proposals from activists and practitioners.

In partnership with our colleagues in WiF North America, WiF UK–Ireland is furthering the One WiF, One Book project that began in 2017. The aim of this initiative is to help promote critical interest in less known French and francophone women writers and thus to increase the readership of their corpus. The author for the 2025 conference is Rajae Benchemsi and the text is Marrakech, Lumiere d’exil, Édition Sabine (2003). Proposals for papers or a panel on Rajae Benchemsi are welcomed.

Proposals are invited for both individual papers and fully conceived panels. Proposals can be in English or in French. Papers should not last longer than 20 minutes.

For individual proposals, please submit:

Title & abstract (300 words max).
A short academic bio (100 words max).

For panel proposals (comprising 3 papers), please submit:

A short rationale for the panel (50–100 words).
Title & abstract (300 words max) for each paper.
A short academic bio (100 words max) for each contributor.

Please note that you will need to be a member of Women in French UK-Ireland to present at the conference. To become a member, please go to https://wifukireland.com/membership/

Proposals, along with any queries, should be sent to wifukire.conference@gmail.com by 30 September 2024.

***

TRANSFORMATION

Trans. traverser, dépasser, parcourir

Formation. forme, processus, préparation/instruction, se mettre en rang.

Traverser, dépasser ou parcourir des formes, des processus, des devenirs, des configurations, des compositions, des dispositions.

être orienté.e.s autrement/différemment. être défait.e.s et refait.e.s.

Un thème et une praxis.

Le pouvoir générateur de la transformation s’apparente à l’idée de créativité: un processus alchimique de transmutation d’une « chose » (que ce soit une substance, une idée, un corps, une forme, un genre, un texte, une matière, une approche, une structure) en quelque chose d’autre. Les artistes (au sens large) françaises ou francophones ont souvent été à l’avant-garde des innovations artistiques transformatrices. De l’inscription du corps (féminin) à la délimitation du désir ; de l’(auto)expérimentation au défi des conventions (et attentes) génériques, les œuvres d’expression féminine ont à la fois thématisé et promulgué la transformation pendant des siècles.

Si, depuis longtemps, la perturbation et la transformation des normes de genre ont été au cœur de la lutte féministe, nous nous trouvons dans un moment où l’idée même de genre est en train de se transformer. La fluidité du genre n’est en aucun cas un phénomène nouveau, mais les théories queer et trans des trois dernières décennies continuent de transformer les conceptualisations (historiques) du genre.

Si la transformation implique une relation mobile et dialectique à soi, à l’autre, au monde et aux structures, comment ces relations sont-elles re/négociées, reformées ou déformées, rééquilibrées ou déséquilibrées dans les textes, les théories, les arts et les pédagogies ? Comment les récits et les formes expérimentaux, ou l’expérimentation des limites, du/des genre(s) ou des frontières permettre de dépasser et réécrire les désignations de l’abjection (racialisée, genrée, queer, crip/handicapée, classée) ?

La transformation en tant que prise en conscience s’est révélée dans des luttes et campagnes pour le changement et la liberté. Néanmoins, à différents tournants ou moments charnières de l’histoire, une profonde ambivalence s’est manifestée quant à la nécessité de protéger, de réformer ou de transformer (abolir) complètement certaines structures. En effet, la transformation nous rappelle, ou insiste sur, l’horizon commun d’écologies instables et en constante évolution qui s’offre à nous. Qu’elle soit sociopolitique, naturelle ou personnelle, la transformation nécessite de l’énergie. La transformation est un travail.

Du transnational au transhistorique ; de la théorie du transhumain à la théorie transgenre ; du transfert à la traduction, nous encourageons la prise en compte des tensions, des frictions, de la mobilité et du potentiel créatif inhérents aux processus de transformation. Nous nous intéressons également au potentiel de l’espoir, voire de l’utopie, de la transformation : à savoir, comment la transformation en tant que thème et praxis peut-elle nous rappeler que nous méritons tous (humains, animaux, minéraux) un meilleur sort (Muñoz) ?

Nous encourageons particulièrement les séances et/ou les articles qui rassemblent différentes analyses (transdisciplinaires, transhistoriques, transculturelles, transnationales) du thème et des praxis de la transformation dans les cultures et contextes français et francophones, concernant ou par les femmes (compris inclusivement), à travers la littérature, le cinéma, les arts visuels, la philosophie, la théorie critique, les pédagogies et plus encore. Les propositions des activistes et des praticiens sont également les bienvenues.

Le projet ‘Un Livre, un WIF’, qui date de 2017, vise à encourager la collaboration internationale entre les membres de WIF Amérique du Nord et de WIF au Royaume-Uni et en Irlande lors de nos deux colloques respectifs. Nous espérons attirer l’attention critique sur le travail des écrivaines moins connues, en France ou dans le monde francophone. Pour ce colloque, il s’agira de l’écrivaine Rajae Benchemsi et de son livre Lumière d’exil, Édition Sabine (2003). Les propositions de communications ou de séances qui traitent de cette écrivaine ou de son travail sont les bienvenues.

Nous vous invitons à nous envoyer des propositions de communications ou de séances, pour des communications de 20 minutes, en anglais ou en français. Les communications ne doivent pas durer plus de 20 minutes.

Pour des propositions des communication, veuillez envoyer :

Un titre et un résumé (300 mots max).
Une brève biographie (100 mots max).

Pour des séances (comprenant 3 propositions des communications), veuillez envoyer :

Une brève justification de la séance (50–100 mots).
Un titre et un résumé (300 mots max) pour chaque communication.
Une brève biographie (100 mots max) pour chaque contributeur.rice.

Veuillez noter que l’adhésion à Women in French UK-Ireland est requise pour pouvoir présenter une communication lors du colloque. Pour devenir membre, inscrivez-vous sur https://wifukireland.com/membership/

Veuillez envoyer les résumés etc., ainsi que toute question, aux organisatrices de la conférence avant le 30 septembre 2024 : wifukire.conference@gmail.com

1.7 Special Issue on Incarceration in French and Francophone histories (French Historical Studies)

Call for Papers https://www.dukeupress.edu/Assets/Downloads/French-Historical-Studies_CFP_Incarceration.pdf

Special Issue on Incarceration in French and Francophone histories

The term “incarceration” implies more than the modern prison, but how far does and can it stretch? What are the experiences, ideologies and power dynamics of non-voluntary confinement? For this special issue, we invite articles that explore any facet of incarceration within France and its empire in any historical period. Given recent developments in historical and carceral scholarship, we particularly welcome articles which allow us to think through understandings of incarceration in a broad sense, and which shed light on the continuities and discontinuities in practices and conceptualisations of confinement in time and space.

Fresh historical research has been complicating many foundational assumptions about histories of incarceration. While the work of Michel Foucault continues to influence the terrain, historians have been rethinking chronologies, connections, and spatial considerations. Historians of the early modern period, for instance, have been pushing back against interpretative narratives that emphasise the novelty of the modern period, drawing attention instead to the deep historical roots of conceptions and systems of confinement. This research is also opening debate on the relationships between types of institutions of confinement over time. Historians of empire, meanwhile, have been calling into question longstanding assumptions about the primacy of the modern penitentiary as a technology of power and social control, pointing to the long and enduring history of the transportation and exile of convicts, enslaved individuals, and “suspect” populations.

Together, these new approaches are destabilising orthodoxies on the unfolding dynamics of practices, spaces, and uses of incarceration, providing new insights into the experiences of people enclosed within these spaces and new understandings of the connections that existed between them and communities on the outside. Writing the history of incarceration can encompass more than just a consideration of official and textual expressions of power. What did incarcerated subjects and communities make of confinement? Drawing on the concept of the “anarchive,” how might alternative forms of archives supplement the official records held on prisoners in repositories like the French Ministry of Justice and the Archives nationales d’outre-mer? What perspectives are revealed by considering visual materials? How have observers beyond the confines of incarcerated spaces viewed those inside?

Possible themes include (but are not limited to):

cultures and imaginaries of incarceration
incarceration in and beyond the prison, for instance asylums; port-city bagnes; overseas penal

colonies; sites of captivity of enslaved people; juvenile reformatories; military disciplinary camps,

camps for prisoners of war and other ‘suspect’ populations, and so on

politics of space and mobilities (exile, isolation, networks, community)
reportage, photography, public campaigns on incarceration
architecture and technologies of control and constraint
gendered and racialized practices and experiences of incarceration
incarceration and family life
forms of self-expression (e.g. art, writing, etc) and resistance
colonial and post-colonial forms of incarceration
guards, doctors, lawyers and other workers within carceral spaces
legacies, heritage and material cultures of sites of confinement

Submissions can be in either English or French, but should be accompanied by a 150- word abstract in both languages. Please submit your manuscripts via https://read.dukeupress.edu/french-historical-studies.

Please follow the information for authors, and mark your manuscript to be considered for the special issue.

For any questions, please contact the guest editors Briony Neilson (briony.neilson@sydney.edu.au)

and Sophie Fuggle (sophie.fuggle@ntu.ac.uk.)

The deadline for submissions is August 15, 2024.

1.8 Repenser l’Altérité et l’Identité : Lire, Enseigner, Traduire (Université de Calgary, Canada)

Colloque international bilingue (anglais et français) et hybride

organisé par Fanny Macé, Miao Li et Devika Vijayan

9 et 10 octobre 2025

Université de Calgary, Canada

(English version follows)

Repenser l’Altérité et l’Identité : Lire, Enseigner, Traduire

L’altérité est un concept philosophique qui signifie « caractère de ce qui est autre ». Cette notion est liée à la conscience et l’acceptation de la relation aux autres considérés dans leur différence. En cela, elle incarne un processus de redéfinition constante des identités. Ainsi, elle nécessite de surcroît une véritable connaissance de soi passant inexorablement par la rencontre avec l’Autre. L’altérité ne cesse de nous préoccuper depuis des temps immémoriaux. Mais qu’ont en commun et de différent les concepts qui en découlent selon les époques?

Dans l’Antiquité, Platon commence déjà à établir une distinction entre « même » et « autre ». Le caractère « autre » rend surtout compte de la différence par rapport au « je » (individuel) ou au « nous » (collectif) pour signifier ce qui est différent de soi, l’étrange(r) dont on remarque la différence. Plus tard, John Pau Rubiès dans son ouvrage intitulé Voyage et ethnologie à la Renaissance déclare « Les descriptions médiévales des terres et des peuples orientaux forment un corpus littéraire important qui doit être interprété en fonction des identités fondamentales valables à l’époque » (2000: 35). Dans l’Europe d’alors, ces identités sont généralement définies selon les critères de l’Église et de la vision féodale de l’Empire. Ainsi, tout ce qui est étrange(r) et qui sort des limites du monde chrétien (s’opposant aux sarrasins, juifs ou païens) représente l’Autre. L’époque contemporaine permet de voir une évolution dans la manière d’appréhender la notion d’altérité. Cette dernière est ainsi revisitée sous la plume de Janet Paterson. Dans son livre Figures de l’Autre dans le roman québécois, cette chercheure souligne que bien que la plupart des gens soient en mesure de distinguer la différence physique, cette dernière demeure majoritairement sans signification. Cependant, étant donné que certains traits sont associés à des stéréotypes (par exemple, couleurs de la peau), ils donnent souvent lieu à un système de ségrégation. C’est que le groupe dominant « fixe l’inventaire des traits différentiels qui serviront à construire la figure de l’Autre » (Paterson, 2004: 25). En effet, ce n’est pas la différence impliquant la couleur de peau qui est significative, c’est plutôt la portée que lui donne le groupe dominant. En somme, c’est une question de pouvoir.

Ces différentes acceptions de l’altérité trouvent un écho dans les domaines de la (socio)linguistique (appliquée), de la didactique et de la traductologie. Par exemple, en didactique des langues, Martine Abdallah-Pretceille (1997), reprenant certains principes de Lévinas, avance que la rencontre et la communication avec l’Autre ne peut avoir lieu que si celui-ci est d’abord reconnu comme un sujet (avec toute l’agentivité que cela présuppose), un autre « je », et non pas seulement un objet ou un objectif. L’époque actuelle, caractérisée par toujours plus de mobilités et de fluidités (géographiques, sociales et identitaires) nous amène à nous interroger d’une part, sur la capacité des voix individuelles et collectives à se faire entendre mais surtout à être entendues et, d’autre part, sur la nécessité de compléter tout parcours scolaire et universitaire par une formation aux approches plurielles (perspectives autochtones, interculturelles, plurilingues, etc.) dans un souci d’ouverture à l’équité, la diversité, l’inclusion et l’accessibilité (EDIA). Dans le domaine de la traductologie, l’intersection entre altérité et traduction nous invite à explorer les complexités de la navigation à travers les frontières linguistiques et culturelles (Spivak, 2021). Cela permet, par exemple, de souligner le rôle du traducteur comme médiateur. Les choix de traduction opérés peuvent intégrer le rapprochement, l’éloignement, ou encore l’effacement de diverses réalités linguistiques et culturelles (Price, 2023; Samoyault, 2020).

En s’étant peu à peu insérée dans différents champs de l’activité humaine, l’altérité suscite désormais une vaste réflexion dans divers domaines intellectuels et culturels, et permet d’être (re)pensée de manière novatrice. Ainsi, l’approche épistémique pose-t-elle la question liminaire de la terminologie, ainsi que celles de la constitution, des formes et des fonctions de l’altérité (Jodelet, 2005). L’approche ethnologique, quant à elle, informe sur les origines des liens entre le Soi et l’Autre. La notion d’exotisme, par exemple, peut être appréhendée de manière différente selon que l’on s’interroge sur les circonstances ayant fait émerger ce phénomène (Ségalen, 1978); le rôle joué par les voyages dans la construction de ce concept (Affergan, 1987); les liens entre exotisme historique et exotisme imaginaire (Moura, 1992) et enfin l’articulation entre exotisme, altérité (telle que définie à partir du XVIe siècle) et différence (aux XIXe et XXe siècles). Les différents types de rapports qui s’installent alors entre le Soi et l’Autre ont été identifiés puis nommés par Todorov selon quatre catégories de relations unissant ou non le « nous » et les « autres ». Au cours des siècles, ils ont été tour à tour déterminés par diverses positions entre le relatif et l’universel, entre le particulier et le général. Les différentes interprétations de l’altérité proposées par Kristeva (1988), Levinas (1961, 1995) et Ricœur (1990) dans l’approche philosophique font réfléchir aux fonctions du langage dans ces rapprochements (Ricoeur; 1990; Levinas, 1961, 1995). C’est ainsi que la démarche philosophique crée un lien entre l’altérité ethnologique et sociale et ses représentations langagières et scripturales, examinées par les perspectives littéraires. Les procédés d’énonciation, de polyphonie et de dialogisme (Benveniste 1966, 1975, Todorov, 1981), ainsi que diverses autres stratégies textuelles qui circonscrivent l’Autre/l’étrange(r) dans un espace romanesque (Paterson, 2004) sont au service de la mise en œuvre de la figure de l’Autre fonctionnant comme sujet de la description (sujet parlé) et comme sujet du discours (sujet parlant). Finalement, œuvrer en faveur d’une ouverture à l’altérité peut passer par bien des avenues qu’elles soient culturelles, littéraires ou philosophiques, ou qu’elles mettent en jeu des problématiques liées à la pédagogie, la (socio)linguistique, la traduction ou encore les arts. L’idéal que ces disciplines partagent c’est la compréhension et l’acceptation de l’Autre, des autres.

Dans cette perspective, les communications pourront porter, sans toutefois s’y limiter, sur l’un des axes proposés :

Axe 1 : Altérité et Identité : Littératures et Cultures

Identité et altérité: autochtonie, figure de l’étranger, identités de genre, sociales, etc.

Dialogisme et polyphonie, expressions minoritaires

Espace de l’autre, lieux de rencontre, récits de voyage

Rapport de pouvoir

Interculturalisme, multiculturalisme et transculturalisme

Création littéraire

Axe 2 : Altérité et Identité : Langue, Linguistique et Didactique

Didactique des langues-cultures: approches plurielles, éveil aux langues, translanguaging, compétences inter- et transculturelles, plurilinguisme et multilinguisme

EDIA en éducation : minorités linguistiques et culturelles, pédagogie universelle, perspectives autochtones, voix de l’Autre

Mobilité : exil, migration, répertoires identitaires, discrimination, marginalité, exclusion

Axe 3 : Altérité et Identité : traduction

Éthique de la traduction: pratiques traductologiques postcoloniales, traduire ou ne pas traduire l’altérité?

Rapport de pouvoir: langues majoritaires, langues minoritaires/minorées, littératures traduites/en traduction, pseudo-traduction, non-traduction, visions du monde et voix autochtones

Axe 4 : Altérité et Identité : Nouvelles Perspectives (Création, Production et Réception)

Arts culinaires: cuisine et gastronomie, fooding

Arts médiatiques: photographie, cinéma, vidéo

Arts visuels: architecture, peinture, sculpture, dessin, bande dessinée

Arts de la scène: danse, théâtre, musique (concerts et installations)

—

Les propositions de communication (indiquant un titre et un résumé de 300 à 500 mots maximum, et accompagnées d’une courte notice biographique) doivent être transmises à colloque.alterite24@gmail.com pour le 30 août 2024 au plus tard. Les réponses seront communiquées fin septembre 2024 après évaluation anonyme du comité scientifique.

Les langues acceptées sont le français et l’anglais. Chaque communication sera d’une durée maximale de 20 minutes, suivie d’une période de questions.

Responsables : Fanny Macé, Miao Li et Devika Vijayan

—

International English-French Bilingual and Hybrid Conference

organised by Fanny Macé, Miao Li, and Devika Vijayan

October 9&10 2025

University of Calgary, Canada

Rethinking Otherness and Identity: Reading, Teaching, Translating

Otherness is a philosophical concept that means “the character of what is other”. This notion is linked to the awareness and acceptance of the relationship with others considered in their difference. As such, it embodies a process of constant redefinition of identities, and requires genuine self-knowledge, which inexorably involves an encounter with the Other. Otherness has been a preoccupation of humankind since time immemorial. But what do these concepts have in common, and how is the concept different from one era to another?

In Antiquity, Plato began to distinguish between “same” and “other”. The character “other” is used above all to denote difference from the “I” (individual) or the “we” (collective), to signify that which is different from oneself, the strange(r) whose difference one notices. Later, John Pau Rubiès, in his book Travel and Ethnology in the Renaissance, states: “Medieval descriptions of Eastern lands and peoples form an important literary corpus that must be interpreted in terms of the fundamental identities valid at the time” (2000: 35). In Europe, at that time, these identities were generally defined according to the criteria of the Church and the feudal vision of the Empire. Thus, anything strange(r) and outside the bounds of the Christian world (for instance, Saracens, Jews or Pagans) represented the Other. The contemporary era has seen an evolution in the way the notion of otherness is understood. The latter is revisited by Janet Paterson. In her book Figures de l’Autre dans le roman québécois, this researcher points out that although most people can distinguish physical difference, it remains largely meaningless. However, since certain traits have been associated with stereotypes (for example, skin color), they often give rise to a system of segregation. This is because the dominant group “sets the inventory of differential traits that will serve to construct the figure of the Other” (Paterson, 2004: 25). Indeed, it is not the difference involving skin color that is significant, but rather the scope given to it by the dominant group. In short, it is a question of power. These different meanings of otherness are echoed in the fields of (applied) (socio)linguistics, pedagogy, and translation studies.) For example, in language pedagogy, Martine Abdallah-Pretceille (1997), drawing on certain principles of Levinas, argues that encountering and communicating with the Other can only take place if the Other is first recognized as a subject (with all the agency this entails), another “I”, and not merely as an object or an objective. In today’s world of ever-increasing mobility and fluidity (geographical, social, and identity), we must question the ability of individual and collective voices to be heard, as well as the need to complement any academic career with training in pluralistic approaches (indigenous, intercultural, plurilingual, etc.), with a view to opening to equity, diversity, inclusion, and accessibility (EDIA). In the field of translation studies, the intersection of otherness and translation invites us to explore the complexities of navigating linguistic and cultural boundaries (Spivak, 2021). This highlights, for example, the role of the translator as mediator. The translation choices made may involve bringing together, distancing, or even erasing different linguistic and cultural realities (Price, 2023; Samoyault, 2020).

Otherness has given rise to wide-ranging reflection in a variety of intellectual and cultural fields. The epistemic approach questions the terminology itself, as well as the constitution, forms, and functions of Otherness (Jodelet, 2005). The ethnological approach provides information on the origins of the links between the Self and the Other. It is important to understand the circumstances that give rise to exoticism (Segalen, 1978), especially the contribution of travel (Affergan, 1987), the links between historical and imaginary exoticism (Moura, 1992), and the metamorphosis of the concept of Otherness into that of difference and exoticism, as theorized by Segalen (1978). Todorov further contributes to this approach with his work On Human Diversity (Nous et les Autres). He describes four categories of relations that human beings have established over the centuries. These categories raise significant ontological and aesthetic questions of how we consider the plurality of judgments versus universal values, the diversity versus the unity of human beings. The various interpretations of alterity proposed by Kristeva (1988), Levinas (1961, 1995) and Ricoeur (1990) in the philosophical approach reflect on the historical rapprochements between the “I” and the “Other”. Enunciation, polyphony, dialogism (Benveniste 1966, 1975, Todorov, 1981) and textual strategies circumscribe the Other in a fictive space (Paterson) as “sujet parlé” and “sujet parlant”. Finally, an openness to otherns can take many forms: cultural, literary or philosophical. It can also involve issues related to pedagogy, (socio)linguistics, translation or arts. The common goal shared by these disciplines is the understanding and acceptance of the Other.

With this in mind, papers may focus on, but are not limited to, one of the following themes:

Theme 1: Otherness and Identity: Literatures and Cultures

Identity and otherness: indigenousness, the figure of the foreigner, gender and social identities,

Dialogism and polyphony, minority expressions

The space of the other, meeting places, travel narratives

Power relations

Interculturalism, multiculturalism and transculturalism

Creative writing

Theme 2: Otherness and Identity: Language, Linguistics, and Pedagogy

Pedagogy of language and culture: plural approaches, language awareness, translanguaging, inter- and trans-cultural skills, pluriculturalism, multilingualism, plurilingualism

EDIA in education: linguistic and cultural minorities, universal design, indigenous perspectives, voices of the Other

Mobility: exile, migration, identity construction and repertoires, discrimination, marginality, exclusion

Theme 3: Otherness and Identity: Translation

Ethics of translation: postcolonial translation practices, to translate or not to translate otherness?

Power relations: majority languages, minority/minorized languages, literatures in translation/translated, pseudo-translation, non-translation, worldviews and indigenous voices

Theme 4: Otherness and Identity: New perspectives (Creation, Production and Reception)

Culinary arts: cuisine and gastronomy, fooding

Media arts: photography, cinema, video

Visual arts: architecture, painting, sculpture, drawing, comics

Performing arts: dance, theater, music (concerts and installations)

—

Please send your proposals (including a title and abstract of 300 to 500 words maximum and accompanied by a short biographical note) to colloque.alterite24@gmail.com by August 30, 2024. Decisions of acceptance will be emailed in late September 2024, after anonymous evaluation by the scientific committee.

You may choose to present in English or French. Each paper will last a maximum of 20 minutes, followed by a Q&A session.

Organizers: Fanny Macé, Miao Li et Devika Vijayan

—

Bibliographie sélective / Selected Bibliography

Abdallah-Pretceille, Martine. (1997). Pour une éducation à l’altérité. Revue des sciences de l’éducation, 23(1), 123–132. https://doi.org/10.7202/031907ar

Affergan, Francis. Exotisme et altérité. Paris: Presses Universitaires de France, 1987

Amorim, Marilia. Dialogisme et altérité dans les sciences humaines. Paris: L’Harmattan, 1996

Benveniste, Émile. Problèmes de linguistique générale I et II.Paris: Gallimard, 1966 et 1974.

Jodelet, Denise. Formes et figures de l’altérité. L’Autre: Regards psychosociaux. Éd. Margarita Sanchez-Mazas et Laurent Licata. Grenoble: Les Presses de l’Université deGrenoble, 2005. 23-47.

Kristeva, Julia. Étrangers à nous-mêmes. Paris: Gallimard, 1988

Levinas, Emmanuel. Totalité et infini: Essai sur l’extériorité. La Haye: Martinus Nijhoff, 1961

Levinas, Emmanuel. Altérité et transcendance. Paris: Fata Morgana, 1995

Moura, Jean-Marc. Lire l’exotisme. Paris: Dunod, 1992

Paterson, Janet. Figures de l’Autre dans le roman québécois. Québec: Éditions Nota Bene, 2004

Price, Joshua M. Translation and Epistemicide: Racialization of Languages in the Americas. University of Arizona Press, 2023.

Ricoeur, Paul. Soi-même comme un autre. Paris: Seuil, 1990

Ricoeur, Paul. Oneself as Another. [Trad. Kathleen Blamery]. Chicago: University of Chicago Press, 1995

Rubiès, John Pau. Travel and Ethnology in the Renaissance: South India Through European Eyes, 1250-1625. Cambridge: Cambridge University Press, 2000

Samoyault, Tiphaine. Traduction et violence. Paris : Seuil, 2020.

Segalen, Victor. Essai sur l’exotisme. Une esthétique du divers. Paris: Fata Morgana, 1978

Spivak, Gayatri Chakravorty. The politics of translation. In The translation studies reader. Routledge. 2021: 320-338.

Todorov, Tzvetan. Bakhtine et l’altérité. Poétique 40 (1979): 502-13.

Todorov, Tzvetan. Mikhaïl Bakhtine le principe dialogique. Paris: Éditions du Seuil, 1981

Todorov, Tzvetan. Nous et les Autres: La réflexion française sur la diversité humaine. Paris: Seuil, 1989

Todorov, Tzvetan. On Human Diversity: Nationalism, Racism, and Exoticism in French Thought Cambridge, MA: Harvard University Press, 1998

1.9 Discours de violence et de non-violence dans les langues, cultures et médias en Méditerranée et en Orient (Montpellier & en ligne)

Discours de violence et de non-violence dans les langues, cultures et médias en Méditerranée et en Orient (Montpellier & en ligne)

Du 5 Décembre 2024 au 6 Décembre 2024
À : Université Paul Valéry-Montpelleir3 –

Pour sa septième édition, le congrès international Langues, cultures et médias en Méditerranée a pris comme thématique centrale de recherche violence et non-violence en société. Pour rappel, les cinq précédentes éditions (2010, 2012, 2014, 2016, 2018, 2022) se sont focalisées sur les formes, les sens, les usages, les représentations et leurs développements dans la langue, le discours, les textes et les médias. S’inscrivant dans la continuité de ces thématiques, la septième édition s’intéressera aux notions de violence et non-violence en Méditerranée et en Orient.

Cette édition du congrès international « Langues, cultures et médias en Méditerranée » en tant que manifestation trans et interdisciplinaire a pour premier objectif d’étudier et d’analyser les pratiques et les représentations véhiculées par ou à travers les notions de violence et de non-violence dans les discours (linguistique, littéraire, culturel, religieux, politique, médiatique, philosophique, etc.), textes (anciens, modernes, contemporains, oraux, écrits, etc.) et médias (conventionnels, non conventionnels, numériques, etc.) aussi bien en Méditerranée qu’en Orient, notamment dans le monde arabe et musulman.

Le congrès part du postulat que la violence ainsi que la non-violence engendrent systématique des a priori, des incompréhensions, des conflits et des guerres ou permettent la compréhension, le contact et la paix. Ce qui inscrit cette thématique dans les champs des sciences humaines (linguistique, analyse des discours, littérature, études des genres, etc.) et sociales (sociologie, anthropologie, philosophie, psychologie, psychologie sociale, histoire, politologie, etc.). La connexion entre ces disciplines leur garantit une complémentarité approximative dans la mesure où elle les aide à rendre compte du poids des violences et des non violences dans la transmission des réalités individuelles et collectives en société. Autrement dit, les formes discursives, socio-langagières et textuelles parlent, racontent, décrivent, écrivent, pensent, représentent et rendent aussi compte du vécu comme du mensonge, du réel comme de l’irréel dans les contextes de violence et de non-violence, de contact et de conflits.

Cette septième édition regroupe des linguistes, des sociolinguistes, des analystes des discours, des littéraires, des anthropologues, des sociologues, des philosophes, des politistes, des historiens et des spécialistes de l’information et de la communication. Cette manifestation constitue leur terrain d’échange et de partage d’idées mettant au clair leurs questionnements sur les notions et situations de violence et de non-violence observées sur des supports écrits, oraux, audio ou audiovisuels, dans des zones géographiques précises de la Méditerranée et des Orients. Ces situations peuvent mener, d’un côté, à la reconnaissance de l’autre et de la valorisation de son altérité dans un monde globalisé ou, idéologiquement, régionalisé ; de l’autre côté, aux phénomènes de discrimination(s), de soumission, de différenciation et de stéréotypage. Cela rend compte aussi des différentes manières que ces chercheurs utilisent pour observer ces phénomènes dans leurs disciplines de spécialité et de les présenter aux autres chercheurs en sciences humaines et sociales.

Ce congrès acceptera en priorité les communications s’inscrivant dans les axes suivants :

Violence, non-violence et idéologie : désignation, assignation et conflictualité
Violence, non-violence, pratiques linguistique, sociolinguistiques, traductologiques, médiatiques, littéraires et socioculturelles et leurs liens avec les attitudes et l’identité
Violence, non-violence, discours culturels et religieux, croyances et représentations
Violence, non-violence, médias et mise en discours des stéréotypages dans l’espace (urbain, rural, transfrontalier, etc.)
Violence, non-violence, expression populaire et patrimoine oral
Violence, non-violence et institutionnalisation : idéologies, politiques et construction de nouvelles identités genrées
Violence, non-violence, contact et conflit, guerre et paix
Traduction et interprétation des mots et textes de la violence et de la non-violence, de la guerre et de la paix, de l’amitié et de la haine, etc.

—

Modalités de soumission :

Les propositions de communications sont à envoyer dans les langues de la manifestation (arabe, anglais, français), accompagnées d’un résumé de 350 à 500 mots et d’un mini-CV d’une page avant le 28 juillet 2024 à : lachkarabdenbi@gmail.com.

—

Frais d’inscription :

Enseignants-chercheurs : 80 euros

Doctorants : 40 euros

—

Coordination

Abdenbi Lachkar (Université Paul Valéry-Montpellier 3, RESO, France)

Rahma Barbara (Université Sidi Mohammed Ben Abdellah-Fès, Maroc)

Brahim Chakrani (Michigan State University, USA)

Hayssam Kotob (Université Libanaise, Beyrouth, Liban)

Comité d’organisation (doctorants) :

Sakina Amourak, Loubna Salah Zaitouni, Yacine Boulaghmen, Fatima-Zahra El Bachiri, Carine Kotob, Saad Al-Gahtani, Sofiane Taharbouchet (Université Montpellier 3-RESO)

اللجنة العلمية Comité scientifique :

May Abdallah (Université Libanaise, Liban)

Driss Ablali (Université de Lorraine, France)

Abderrahmane Amsidder (Université Ibn Zohr, Agadir, Maroc)

Mohammed Bendahan (Université Mohammed V, Rabat Maroc)

Rima Barake (Université Libanaise, Liban)

Rahma Barbara (Université Sidi Mohammed Ben Abdellah, Fès, Maroc)

Nadia Chafai (Université Sidi Mohammed Ben Abdellah, Fès, Maroc)

Brahim Chakrani (Michigan State University, USA)

Solange Creveille (Université Paul Valéry-Montpellier 3, France)

Hadj Dahmane (Université de Haute Alsace, France)

Laurence Denooz (Université de Lorraine, France)

Nahed Emaish (Université Jordanienne, Amman, Jordanie)

Saba Fares (Université de Toulouse 2, France)

Isabelle Felici (Université Paul Valéry-Montpellier 3, France)

Mariarosaria Gianninoto (Université Paul Valéry-Montpellier 3)

Fadoua Hachimi Alaoui (Université Cadi Ayyad, Marrakech, Maroc)

Ahmad Haji Safar (Qatar University, Qatar)

Shokooh sadat Hoseini (IHCS, Téhéran, Iran)

Ahmed Idrissi Alami (Perdue University, USA)

Faisal Kenanah (Université de Caen Normandie, France)

Boris James (Université Paul Valéry-Montpellier 3, France)

Hayssam Kotob (Université Libanaise, Liban)

Abdenbi Lachkar (Université Paul Valéry-Montpellier 3, France)

Marie-France Merger (Université de Pise, Italie)

Batoul Muhaisen (Université al-Yarmouk, Jordanie)

Randa Naboulsi (Université Libanaise, Beyrouth, Liban)

Akram Odeh (Université Jordanienne, Amman, Jordanie)

Bruno Paoli (Université Lyon2, France)

Lorella Sini (Université de Pise, Italie)

Driss Soulaimani (San Diego University, USA)

Patrick Taïeb (Université Paul Valéry-Montpellier 3)

Younasse Tarbouni (Washington University in St. Louis (MO, USA)

Marta Tordesillas (Université autonome de Madrid, Espagne)

Isabelle Vandershelden (Manchester University, UK)

Mihaela-Alexandra Tudor (Université Paul Valéry-Montpellier 3, France)

Madeleine Voga (Université Paul Valéry-Montpellier 3, France).

Responsable :
Abdenbi Lachkar
Adresse :
Université Paul Valéry-Montpelleir3 –

voir sur une carte

Document(s) joint :
- https://www.fabula.org/actualites/documents/120993_def4a99a6a6e5b19e961658ddc4c4915.pdf

2. Job and Scholarship Opportunities

2.1 University of Warwick 2024-2025 British Academy Postdoctoral Fellowship

The School of Modern Languages and Cultures at the University of Warwick welcomes expressions of interest for the 2024-2025 British Academy Postdoctoral Fellowship scheme. For details of the scheme and eligibility criteria, please visit: https://www.thebritishacademy.ac.uk/funding/postdoctoral-fellowships/

Prospective candidates will need to identify a mentor in the School of Modern Languages and Cultures and to make an initial internal application by 5pm on Wednesday 28th August through the Faculty of Arts – see https://www.jobs.ac.uk/job/DIO419/british-academy-postdoctoral-fellowships .

Preliminary enquiries should be addressed to the relevant sectional director of research (or directly to your prospective mentor if you have already identified one):

French Studies: Prof. Jeremy Ahearne (j.ahearne@warwick.ac.uk)

German Studies: Prof. Elisabeth Herrmann (elisabeth.herrmann@warwick.ac.uk )

Hispanic Studies: Prof. Kirsty Hooper (k.hooper@warwick.ac.uk )

Italian Studies: Prof. Fabio Camilletti (f.camilletti@warwick.ac.uk)

Translation and Transcultural Studies: Prof. Pierre-Philippe Fraiture (p-p.fraiture@warwick.ac.uk )

The School of Modern Languages and Cultures at Warwick is one of the UK’s leading sites of research in French, German, Hispanic, Italian and Translation Studies, and our expertise ranges from the Medieval period to the present. Further details about staff research interests can be found here – https://warwick.ac.uk/fac/arts/modernlanguages/research/staff-interests/ .

2.2 University of St Andrews 2024-2025 British Academy Postdoctoral Fellowship

British Academy Postdoctoral Fellowships

The School of Modern Languages at the University of St Andrews welcomes applications from outstanding Early Career Researchers to the British Academy Postdoctoral Fellowship scheme for 2025/2026. The School has recently successfully recruited a candidate to this scheme and is looking to attract more postdocs to St Andrews.

Full details on the scheme are available on the British Academy’s website:

https://www.thebritishacademy.ac.uk/funding/postdoctoral-fellowships/

Applications are welcomed from candidates who have a strong research profile and meet the eligibility criteria https://www.thebritishacademy.ac.uk/funding/postdoctoral-fellowships/

Interested candidates should contact the potential mentors/supervisors within the School of Modern Languages at the earliest opportunity (see the School website for details: https://www.st-andrews.ac.uk/modern-languages/people/). Further questions can be addressed to the School’s Director of Research, Professor Ziad Elmarsafy at langsdor@st-andrews.ac.uk

Candidates will be required to submit the following to the mentor/supervisor by Wednesday 4 September 2024:

Short project description (maximum 2 A4 pages maximum)
CV (2 A4 pages maximum)
The name of a proposed mentor at the University of St Andrews
A short statement on how their research project fits the research profile of the School of Modern Languages at the University of St Andrews (200 words maximum)

Following an internal selection process, successful candidates will be invited to submit their proposal through the British Academy’s Flexi-Grant application system. The final deadline for submissions is Wednesday 2 October 2024.

2.3 Post-Doctoral Research Fellowship, All Souls College, University of Oxford.

Post-Doctoral Research Fellowship, All Souls College, University of Oxford.

Applications may now be made for a Post-Doctoral Research Fellowship in Modern Languages at All Souls College, Oxford.

The All Souls College Post-Doctoral Research Fellowship is a five-year, non-renewable fellowship, open to those who have recently completed or are about to complete a doctorate at any recognised university.

Further details on the nature of the Fellowship, eligibility criteria and application process are available at: https://www.asc.ox.ac.uk/post-doctoral-research-fellowships

The closing date for applications and references is Friday, 6 September, 12 noon (UK time).

Contact: All Souls PDRF Administration (pdrf.admin@all-souls.ox.ac.uk)

https://www.asc.ox.ac.uk/post-doctoral-research-fellowships

2.4 Institute of Languages, Cultures and Societies 2024-2025 British Academy Postdoctoral Fellowship

INSTITUTE OF LANGUAGES, CULTURES AND SOCIETIES

School of Advanced Study • University of London

British Academy Postdoctoral Fellowships (2024/25 call)

https://www.sas.ac.uk/research-engagement/fellowships/externally-funded-fellowships/british-academy-postdoctoral-fellowships

Expressions of Interest must be submitted by 5 August 2024

The Institute of Languages, Cultures and Societies (ILCS), at the School of Advanced Study, is inviting proposals from suitably qualified applicants for the 2024/25 round of the prestigious British Academy Postdoctoral Fellowships scheme. Applications are welcomed in any subject field that fits with Institute staff expertise.

These grants enable early-career researchers to gain further experience of conducting research and teaching in a university environment with mentoring support from a SAS academic. The aim is to enable researchers to develop their CV and improve their prospects for obtaining permanent lecturing posts. Currently, the Academy funds salary costs (80% fEC), and small-scale research expenses up to £6,000 for three years. Further details can be found here.

British citizens and nationals from the EEA are eligible, regardless of where their doctorate was obtained. Anyone of any nationality who has a doctorate from a UK university is eligible. If an applicant does not meet the prior categories, they may be accepted if they can demonstrate ‘strong prior association’ with the UK academic community. Applicants must be of Early Career Status, meaning they must apply within three years from the date of their successful viva voce examination. For this round of competition, applicants are expected to have completed their viva voce between 1st April 2022 and 1st April 2025. The application deadline for the first stage of the 2024 scheme is Wednesday 2nd October 2024 5:00pm (this is the British Academy’s deadline for applicants, including referee statement and organisational approval). Shortlisted applicants will be invited to submit for the second stage application.

Anyone who wishes to apply for one of these fellowships through the School of Advanced Study should follow the process below:

https://www.sas.ac.uk/research-engagement/fellowships/externally-funded-fellowships/british-academy-postdoctoral-fellowships

Process: Expressions of interest must be submitted by Monday 5 August to Godela Weiss-Sussex, Acting Director of ILCS (godela.weiss-sussex@sas.ac.uk), copying research@london.ac.uk.

The expression of interest must include:

CV
Provisional title for research project
A 100-word abstract
An outline (two pages maximum) of the research proposal, including intended publication outputs
Identification of potential mentor from among the institute’s staff

Applicants who are to be supported in the fellowship competition by the School of Advanced Study will be notified by 12 August 2024.

2.5 Part-time Lecturer in French, The Department of Global Languages and Cultures at the University of Wisconsin-Oshkosh

The Department of Global Languages and Cultures at the University of Wisconsin-Oshkosh invites applications for a part-time lecturer position in French for Fall 2024

Position Details:

One-semester only contract, as curriculum and budget allow.
Fall semester contract dates: August 26, 2024– January 8, 2025.

Teaching Responsibilities:

6-credit hours of Beginning and Intermediate French in-person.

Application Review:

Review of applications will begin immediately.

Required Qualifications:

Master’s degree in appropriate discipline.

Preferred Qualifications:

Ph.D. or approved equivalent experience preferred.
Near-native fluency in both French and English.
Experience in college-level teaching.

Application Instructions:

Interested candidates must apply at the University of Wisconsin-Oshkosh website: College of Letters and Science Instructional Academic Staff Open Pool. Submission requirements include:

Letter of Interest, Resume/CV, Transcripts, 3 references.

For additional information, please contact Nadia Louar, Department Chair, louarn@uwosh.edu

The University of Wisconsin-Oshkosh is an Equal Employment Opportunity/Affirmative Action Employer.

2.6 Lecturer/Senior Lecturer of French, Cornell University

Lecturer/Senior Lecturer of French

Romance Studies Cornell University

Location details

Klarman Hall, Cornell University, Ithaca, NY

Salary

$62,100 – $80,400

Posted

Jul 24, 2024

Position type

Lecturer/instructor

Organization type

4-year college or university

Languages

English, French

Field

Language teaching

Employment category

Full-time

Tenure Status

Non-tenure track

Location

New York

Apply (the link will open in a new window)

The Department of Romance Studies at Cornell University seeks to hire a Lecturer/Senior Lecturer (rank will depend on experience) to teach all levels of French language. This is a full-time renewable appointment contingent upon a successful review. The teaching load is 6 courses per year of elementary through advanced language courses. Candidates should hold an MA or PhD in French, Second Language Acquisition, or a related field. Preference will be given to candidates with strong evidence of excellence in language teaching at the university level. English and French native-equivalent fluency is required. Candidates should apply online at https://academicjobsonline.org/ajo/jobs/27925. The deadline for application is 08/07/2024. Please submit a cover letter, curriculum vitae, teaching philosophy statement, two sample syllabi, and three letters of recommendation. We also encourage applicants to address in their cover letter any experience in TA training and course coordination. The search committee may request an unedited teaching video of a full-length French language class from selected candidates. Visa expedition funds are not available for this position.

We ask applicants for all faculty positions to share their experiences and/or approaches (past, current, or future) to fostering learning, research service, and/or outreach in a diverse community. Applicants may choose to submit a stand-alone statement or embed the information in other parts of their application materials.

https://joblist.mla.org/job-details/8905/lecturer-senior-lecturer-of-french/?porder=French&ix=1#top-pagination

2.7 Assistant Professor – Caribbean Literature – Department of English, The City College of New York

Assistant Professor – Caribbean Literature – Department of English The City College of New York

Employer

The City College of New York

Location details

New York City

Salary

$90,375, commensurate with experience

Posted

Jul 18, 2024

Position type

Professor, Assistant

Organization type

4-year college or university

Languages

English, French, Spanish

Employment category

Full-time

Location

New York

Apply (the link will open in a new window)

Job Title: Assistant Professor – Caribbean Literature – Department of English

Job ID: 28658

Location: City College of New York

Full/Part Time: Full-Time

Regular/Temporary: Regular

FACULTY VACANCY ANNOUNCEMENT

The Department of English at the City College of New York Arts seeks a tenure-track Assistant Professor in Caribbean Literature. The successful candidate will be responsible for teaching, research and professional services with specializations in modern and contemporary Caribbean literature & queer studies.

Responsibilities include but are not limited to the following:

Teach undergraduate and graduate level literature courses and creative writing courses, including developing curriculum, designing syllabi and planning programs for creative writing and graduate seminars;

Conduct research on modern and contemporary Caribbean literature with a comparative focus that involves the diverse linguistic heritage of the region with the expectation of producing original, peer-reviewed scholarship in academic journals;

Work on department/college-level committees, serve in providing adjunct evaluation & advising students in completing research/creative writing theses, and maintain/develop interdisciplinary collaborations with other CCNY departments.

QUALIFICATIONS

Ph.D. in English or Comparative Literature with specialization in modern and contemporary Caribbean literature. Excellent publication record and engagement with queer studies and literature from the Anglophone, French, and Spanish Caribbean; proven outstanding record in teaching Caribbean literature, creative writing, and world literature at introductory and advanced-level courses; outstanding creative writing and editing skills; strong track record of working with faculty/staff from diverse college departments for interdisciplinary program initiatives.

COMPENSATION

Salary: $90,375

CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development.

HOW TO APPLY

Only applications submitted through CUNYfirst will be considered for this position.

If you are viewing this job posting externally, please apply as follows:

– Go to https://cuny.jobs/

– Search for Job Opening ID number: 28658

– Click on the “Apply Now” button and follow the instructions.

Applications including the following must be to the CUNYfirst job application website:

– Cover Letter

– Curriculum Vitae

CLOSING DATE

August 25, 2024

EQUAL EMPLOYMENT OPPORTUNITY

CUNY encourages people with disabilities, minorities, veterans and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer.

https://joblist.mla.org/job-details/8886/assistant-professor-caribbean-literature-department-of-english/?porder=French&ix=2#top-pagination

2.8 Assistant, Associate, or Full Professor of French (Francophone Literatures and Cultures), Amherst College, Department of French

Assistant, Associate, or Full Professor of French (Francophone Literatures and Cultures)

Employer

Amherst College, Department of French

Location details

Amherst, Massachusetts, USA

Posted

Jul 10, 2024

Position type

Professor, Assistant, Professor, Associate, Professor, Full

Organization type

4-year college or university

Languages

English, French

Field

Interdisciplinary, Humanities

Employment category

Full-time

Tenure Status

Tenure or tenure track

Location

Massachusetts

Apply (the link will open in a new window)

The Amherst College Department of French invites applications for an open-rank full-time position (at either the tenure-track or tenured level) with a focus in Francophone literatures and cultures, starting on July 1, 2025. Any appointment with tenure will be contingent upon a positive tenure review.

We seek candidates with scholarly expertise in one or more of the following regions and their diasporas: sub-Saharan Africa, the Maghreb, the Caribbean, the Pacific, and/or Asia. We especially welcome an interdisciplinary approach with research interests in any combination of the following: colonial and post-colonial history, environmental humanities, medical humanities, gender and sexuality studies, and visual studies. Candidates must demonstrate evidence of active research, teaching excellence, and native or near-native fluency in French. A proven record of language instruction at the intermediate level is an essential component of the requested qualifications. The teaching load is two courses per semester, in addition to advising senior honors theses. There is an expectation that the successful candidate will engage in the life of the department and the college.

Candidates must have the Ph.D. degree (or equivalent) in hand by the start of the appointment. Applications received by September 16, 2024, will be given full consideration. Candidates are asked to submit electronically to http://apply.interfolio.com/147279 an application letter of no more than two single-spaced pages addressed to “Professor Laure Katsaros, Department of French,” describing how their research interests and teaching experience and philosophy speak to the job description; a current curriculum vitae; three confidential letters of recommendation; a writing sample of no more than twenty-five double-spaced pages; and the titles and descriptions of three advanced-level literature and culture courses the candidate would offer (not exceeding 150 words per course). The application letter and curriculum vitae must be in English; the letters of recommendation, writing sample, and brief course descriptions may be either in English or in French. First-round interviews will be held via Zoom. Questions and inquiries may be addressed to our Departmental Coordinator Matthew Maxwell (mmaxwell@amherst.edu) or to Professor Laure Katsaros (lakatsaros@amherst.edu).

Amherst College is one of the most highly selective and diverse liberal arts colleges in the country. Nearly half of our students identify as domestic students of color, and another 11 percent are international, with non-U.S. citizenship; 16 percent are the first members of their families to attend college. Amherst is committed to providing financial aid that meets 100 percent of every student’s demonstrated need, and nearly 60 percent of our students receive financial aid. Our expectation is that the successful candidate will excel at teaching and mentoring students who are broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual identity, and religion.

https://joblist.mla.org/job-details/8872/assistant-associate-or-full-professor-of-french-francophone-literatures-and-cultures-/?porder=French&ix=3#top-pagination

2.9 Lecturer (T&S) in French and Francophone Studies: University of Leeds – School of Languages, Cultures and Societies

Lecturer (T&S) in French and Francophone Studies

University of Leeds – School of Languages, Cultures and Societies

Location:		Leeds
Salary:		£37,099 to £44,263 p.a.
Hours:		Full Time
Contract Type:		Fixed-Term/Contract
Placed On:	23rd July 2024
Closes:	5th August 2024
Job Ref:	AHCLC1223

We are looking to recruit an enthusiastic and motivated academic with expertise in French and Francophone Studies and with proven abilities to deliver high quality teaching.

The School of Languages, Cultures and Societies at the University of Leeds is seeking to appoint a full-time Lecturer in French and Francophone Studies. The post is fixed-term for 12 months, with a start date of 9 September 2024. It is on a Teaching & Scholarship contract with a 20% workload allowance for research. The Lecturer will teach, supervise and examine in French and English at undergraduate level, and teach, supervise and examine in English at postgraduate level. They will be joining a French section with 11 full-time and 6 part-time members of staff teaching a degree programme that ranges widely across French and Francophone studies.

To explore the post further or for any queries you may have, please contact:

Prof. Emma Cayley, Head of School, School of Languages, Cultures & Societies

Email: E.Cayley@leeds.ac.uk.

Downloads

Candidate Brief (PDF)

https://www.jobs.ac.uk/search/employer/university-of-leeds

2.10 College Lectureship in French: University of Cambridge – St. John’s College

College Lectureship in French

University of Cambridge – St. John’s College

Location:		Cambridge
Salary:		£29,760 per annum (plus £8,940 p.a. housing allowance)
Hours:		Full Time
Contract Type:		Fixed-Term/Contract
Placed On:	18th July 2024
Closes:	8th August 2024

St John’s College, Cambridge is seeking to appoint a College Lector in French from 1^st October 2024 until 30^th September 2026 on a fixed-term, 2-year contract, in the first instance. The position will be held at St John’s College.

Terms of Appointment

The Lector will provide individual or small-group tuition in French to undergraduate students of St John’s College, and, under the guidance of the College’s Director of Studies in Modern and Medieval Languages (MML), to undergraduates at other Cambridge colleges as part of reciprocal teaching arrangements. Supervisions will be for two categories of student: those studying French as a main subject (within MML or History and French); and (rarely) students of other subjects who are pursuing French. The teaching obligation will be twelve hours per week for the three “teaching terms” (20 weeks per year).

Candidates should speak fluent English, and should be willing to participate in the social and cultural life of the College. It is expected that candidates will hold or be about to achieve the qualification of Maîtrise or its equivalent, and preference may be given to those who either have or are preparing for the Agrégation.

Emoluments

The term of the appointment is from 1^st October 2024 to 30^th September 2026. The appointment is for a fixed-term of two years, in the first instance. The stipend for the post will be £29,760 per annum.

A non-pensionable housing allowance of £745 per month (£8,940 per annum) will be provided to assist with renting a flat/house or towards the cost of single residential accommodation in College. The housing allowance is taxable and the property must be within 20 miles of the College. The payment of the allowance can start up to one month before appointment and terminates at the end of the appointment.

An entertainment allowance of £408 will be provided for the purpose of entertaining students of the College. The Lector will be provided with 90 free meals per quarter. Assistance may also be available to support research and attendance at relevant academic conferences up to an annual limit of £1,750. Lectors are normally allowed to use libraries in Cambridge for their own studies and to attend lectures in their field of interest.

Applications

Further particulars and details of how to apply can be obtained from: HR Department, St John’s College, Cambridge, CB2 1TP, England (or email recruitment@joh.cam.ac.uk).

The closing date for applications is Thursday 8^th August 2024 at 9:00am and interviews are expected to be held on Tuesday 20^th August 2024.

In applying for this role, you will provide personal data which the College will process in accordance with its data protection obligations and its Data Protection Policy. Further information is available on the College website (www.joh.cam.ac.uk/data-protection)

https://www.jobs.ac.uk/job/DIU338/college-lectureship-in-french

2.11 Lecturer in French Language and Literature : Comparative Literature and Languages, College of Humanities, Arts & Social Sciences, UC Riverside

Lecturer in French Language and Literature

Top of Form

Bottom of Form

Job #JPF01952

Comparative Literature and Languages / College of Humanities, Arts & Social Sciences / UC Riverside

Position overview

Position title: Lecturer

Anticipated start: September 23, 2024

Application Window

Open date: July 16, 2024

Next review date: Friday, Aug 16, 2024 at 11:59pm (Pacific Time)
Apply by this date to ensure full consideration by the committee.

Final date: Tuesday, Oct 1, 2024 at 11:59pm (Pacific Time)
Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

Position description

Position: Lecturer in French Language and Literature

Starting Date: The first day of Fall quarter is September 23, 2024.

Salary: Based on 100% annual salary of $68,247. Approximately $8,530.87 per course (pending final budget approval) Appointment is eligible for renewal depending on need, funding, and performance.

All appointments are contingent upon the appointee being able to provide, in accord with Federal law, evidence of authorization to work in the United States

This position is contingent on funding and enrollment

Internal candidates receive first consideration

Qualifications:
The Department of Comparative Literature and Languages at University of California, Riverside, seeks to hire a full-time, Lecturer in French language teaching and French studies (literature/culture). This position is renewable based on positive performance reviews and departmental and curricular need.

Minimum requirements are an MA in French or a related field. Applicants holding a Ph.D. or who are ABD (with MA) are encouraged to apply. Preferred qualifications include a Ph.D. in French/Francophone studies or a related field, native or near-native fluency in French and English, and experience and success in teaching French at the university level.

Duties:
Duties consist in the instruction of 8 quarter courses in French language and literature/culture (2 or 3 courses per 10-week quarter);

Courses of Instruction:
Fall 2024: French 001 (Introduction to French), French 003 (Introduction to French), French 004 (Intermediate French)

Winter 2025: French 002 (Introduction to French), EUR 115F (Paris – Course taught in English)

Spring 2025: French 4 (Intermediate French), French 75 (Oral Proficiency in French), French 101C (Advanced French Studies)

Application Procedure:
Please provide cover letter, CV, teaching statement, a one-page statement of contributions to diversity, sample syllabus or syllabi, teaching evaluations (narrative and numerical), and 3 letters of recommendation. Materials should be uploaded using UCR’s on-line application system: https://aprecruit.ucr.edu/apply/JPF01952 Letters of recommendation must be confidential. Please use the APRecruit system to have your recommenders upload them directly.

Applicants who use Interfolio should use the feature that allows letters to be uploaded directly into AP Recruit. Applicants can input an Interfolio-generated email address in place of their letter writer’s email address. Interfolio refers to this as “Online Application Deliveries.” The following link at Interfolio shows how to set up the feature: (http://help.interfolio.com/entries/24062742-Uploading-Letters-to-an-Online-Application-System)

Review of applications will begin immediately and continue until position is filled. To ensure full consideration, applications and supporting material should be received by August 15, 2024.

Department Contact Person – Prof. Heidi Brevik-Zender: Heidi.Brevik-Zender@ucr.edu

Qualifications

Basic qualifications (required at time of application)

Minimum requirements are an MA in French or a related field.

Preferred qualifications

Applicants holding a Ph.D. or who are ABD (with MA) are encouraged to apply. Preferred qualifications include a Ph.D. in French/Francophone studies or a related field, native or near-native fluency in French and English, and experience and success in teaching French at the university level.

Application Requirements

Document requirements

Cover Letter
Curriculum Vitae – Your most recently updated C.V.
Statement of Teaching
Statement of Past and/or Planned Future Contributions to Advancing Diversity and Inclusive Excellence – In a “Statement of Past and/or Planned Future Contributions to Advancing Diversity and Inclusive Excellence”, we ask applicants to describe their past and/or potential future contributions to promoting a diverse, equitable, and inclusive environment, which is a key requirement of the role of every faculty member and administrator at UCR. There are numerous ways to contribute, and a commitment to this part of our mission can be reflected through research, teaching, supervision, mentoring, community engagement, service, and any of the other varied activities that are a part of an academic career.
Sample Syllabus or Syllabi
Teaching Evaluations (narrative and numerical)
Misc / Additional (Optional)

Reference requirements

3-5 letters of reference required

Letters of recommendation must be confidential. Please use the APRecruit system to have your recommenders upload them directly.

Apply link: https://aprecruit.ucr.edu/JPF01952

Help contact: Heidi.Brevik-Zender@ucr.edu

About UC Riverside

The University of California, Riverside is a world-class research university with an exceptionally diverse undergraduate student body. UCR is a member institution of the American Association of Universities (AAU) as well as the Alliance of Hispanic Serving Research Universities (HSRU). Its mission is explicitly linked to providing routes to educational success for underrepresented and first-generation college students. A commitment to this mission is a preferred qualification.

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified candidates will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability or protected veteran status.

For the University of California’s Affirmative Action Policy please visit: https://www.ucop.edu/academic-personnel-programs/_files/apm/apm-035.pdf.

For the University of California’s Anti-Discrimination Policy, please visit: https://policy.ucop.edu/doc/1001004/Anti-Discrimination.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, State, or local government directives may impose additional requirements.

Job location

Riverside, CA

Top of Form

Bottom of Form

Need help? Contact the hiring department.

https://aprecruit.ucr.edu/JPF01952

3. Announcements

3.1 Society for. French Studies 2024 R. Gapper Book Prize

The Society for French Studies is inviting submissions for the 2024 R. Gapper Book Prize, for a book published in 2023. The closing date for the prize is Friday 30 August 2024.

Each year, the Society awards the prestigious R. Gapper book prize for a book in the field of French studies, published for the first time in the previous calendar year, by a scholar based in an institution of higher education in the United Kingdom or Ireland. The award commends books of critical and scholarly distinction which have a clear impact on the wider critical debate. It includes a cash prize of £2000, and expenses-paid travel to the next annual conference of the Society for French Studies. In addition, the award is publicized in French Studies, in the French Studies Bulletin, and on the Society’s website.

The award is usually made in May of each year and is presented to the winner at the annual conference of the Society for French Studies. The winner is selected by the Gapper Book Prize Jury, appointed by the SFS Executive and chaired by one of their number. Their decision is then proposed to the SFS Executive and to the R. H. Gapper Charitable Trust, who jointly award the prize. The criteria for award of the prize are, broadly, the book’s critical and scholarly distinction and its likely impact on wider critical debate. In assessing these, the following qualities will be taken into account:

Scope and range
Intellectual ambition
Originality
Coherence and persuasiveness
Depth of scholarship
Eloquence

Submissions should be sent to the Chair, Professor Nina Parish, by Friday 30 August 2024, at the following address:

Professor Nina Parish

Head of Division of Literature and Languages
Faculty of Arts and Humanities
Pathfoot Building
University of Stirling
Stirling
FK9 4LA
Scotland

3.2 Conférence annuelle de l’association FLEUR, le lundi 9 sept. 2024 à l’université de Liverpool

Nous avons le plaisir d’annoncer que les inscriptions à la conférence FLEUR 2024 à l’Université de Liverpool sont maintenant ouvertes.

La conférence se tiendra le lundi 9 septembre 2024 de 9h30 à 16h30.

La conférence est ouverte aux professeur·e·s de français dans le supérieur et la formation continue au Royaume-Uni (départements de langues, centres de langues, Alliances françaises ou Instituts français), et qui s’intéressent à la didactique et à l’enseignement de la langue.

Le grand thème de la conférence est la Diversité : Diversité du français, diversité des enseignements, et aussi diversité des enseignant·e·s et apprenant·e·s.

Pour la conférence plénière, intitulée Diversité du français et prévention de la glottophobie dans l’enseignement du FLE

nous accueillerons Philippe Blanchet-Lunati, professeur de sciences du langage, spécialité sociolinguistique et didactique des langues, à l’université Rennes 2. Il a été successivement enseignant d’anglais en France, de français en Afrique anglophone puis en France, de provençal en réseau associatif, et formateur d’enseignants jusqu’à aujourd’hui à l’université où il a créé et codirige un master « Francophonie, Plurilinguisme, Minorités, Interculturel ». Expert en politique linguistique et éducative plurilingues pour de grands organismes internationaux (Agence Universitaire de la Francophonie, Organisation des Nations Unies, Organisation Internationale de la Francophonie, Conseil de l’Europe…), il a travaillé sur des terrains variés de la Provence à la Bretagne en passant par l’Algérie, La Réunion et l’Amérique du Sud…). Spécialiste des langues et variétés linguistiques minorées par les usages de langues et variétés dominantes, il étudie la prise en compte de la pluralité linguistique dans les politiques linguistiques et éducatives notamment dans le monde francophone. Il a élaboré le concept de glottophobie pour rendre compte des discriminations à prétextes linguistiques. Il est l’auteur d’ouvrages de références dans son domaine.

Le programme comprendra une table ronde sur la décolonisation afin d’offrir un cadre propice à des échanges d’idées et d’expériences entre les participant·e·s, ainsi que des interventions sur les thèmes suivants :

Pédagogie inclusive

Variation linguistique

Diversité des enseignements

Interdisciplinarité et collaboration

Diversité des parcours et profils des enseignant·e·s et apprenant·e·s

Ce sera aussi l’occasion pour nos groupes de travail de présenter leurs activités.

Pour notre association de convoquer son assemblée générale et de présenter son bilan, ses initiatives et sa stratégie.

Et pour l’ensemble des participant·e·s de prendre le temps de se rencontrer, d’échanger, de réseauter.

L’ensemble du programme sera bientôt disponible sur notre site : https://fleurnetwork.org/

Pour vous inscrire : Conférence annuelle de l’association FLEUR, le lundi 9 sept. 2024 à l’université de Liverpool

Tarif:

30£ pour les adhérent·e·s de FLEUR
60£ pour les non-adhérent·e·s

Date de clôture des inscriptions : lundi 19 août 2024.

Si vous n’êtes pas encore adhérent·e, rejoignez-vous en remplissant ce formulaire.

3.3 AUPHF+ Executive Committee Recruitment

AUPHF+ invites applications to join its friendly multi-stage Executive Committee.

We exist to advocate for French and francophone studies in the UK and Ireland and welcome committee members from those areas. We represent and nurture all areas of French studies, including French language, French and francophone literature, film, culture, history, politics and linguistics. If you work at any stage in French and francophone studies in the UK and Ireland, consider joining our team. We warmly welcome members from all stages, including Early Career Academics

We currently are seeking a colleague to fill the following role:

Ordinary member

Ordinary members sit on the Executive Committee and play a leading role in formulating the Association’s policies. They contribute to discussions and decision-making on matters ranging from the allocation of the Association’s funds to the organisation of its annual event.

How do I apply?

To apply, please send a short CV (2 pages of A4 max.) and a covering letter explaining your reason for applying to the President, Professor Martin Hurcombe (m.j.hurcombe@bristol.ac.uk) by Friday 23 August.

For more information on our activities, see: http://www.auphf.ac.uk

3.4 ASMCF 2024 – Transnational Futures/Avenirs Transnationaux

ASMCF 2024 – Transnational Futures/Avenirs Transnationaux

Date and time

Thu, 5 Sep 2024 00:00 – Fri, 6 Sep 2024 12:00 BST

Location

Avenue Campus

Highfield Road Southampton SO17 1BF United Kingdom

https://www.eventbrite.com/e/asmcf-2024-transnational-futuresavenirs-transnationaux-registration-947893162967

The 2024 ASMCF Annual Conference will seek to explore the theme of transnationalism and transnational encounters. The idea of transnationalism encompasses a complex network of relationships, influences, and dialogues that stretch beyond national borders. In this dynamic landscape, the traditional notions of isolationism are replaced by a vibrant interplay of ideas, cultures, and histories. Transnational futures invite us to look to the past and its histories of cultural, economic, political and linguistic encounters, and to explore the fluidity of identity, the impact of shared narratives, and the possibilities that emerge when groups, regions and nations engage in encounters and exchange. Please be aware that you need to be a member of the ASMCF before reserving your space via Eventbrite. Membership options can be found here: https://www.asmcf.org/memberships/.

Le congrès annuel 2024 de l’ASMCF cherchera à explorer le thème du transnationalisme et des échanges transnationaux. Le concept de transnationalisme englobe un réseau complexe de rapports, d’influences et de dialogues qui s’étendent au-delà des frontières nationales, créant une tapisserie de destins interconnectés. Ce paysage dynamique substitue aux notions traditionnelles d’isolationnisme des échanges dynamiques d’idées, de cultures et d’histoires. Les avenirs transnationaux nous invitent à revisiter le passé avec ses histoires de rencontres culturelles, économiques, politiques et linguistiques, et à explorer la fluidité de l’identité, l’impact des récits partagés, ainsi que les possibilités qui émergent lorsque des groupes, des régions et des nations s’engagent dans des rencontres et des échanges. Veuillez noter que vous devez être membre de l’ASMCF avant de réserver votre place sur Eventbrite. Les options pour devenir membre se trouvent ici: https://www.asmcf.org/memberships/.

4. New Publications

4.1 ‘Convergences Franco-Chinoises: La Valeur de la Créativité Transculturelle’, edited by Dr Rosalind Silvester, Queen’s University Belfast

New to Modern Languages Open: ‘Convergences Franco-Chinoises: La Valeur de la Créativité Transculturelle’, edited by Dr Rosalind Silvester, Queen’s University Belfast.

Taking into account the evolution of world public opinion towards China, this study reveals new trends in the creative practice of Franco-Chinese artists and in the field of research, as well as the growing role of the visual arts. Head to the LUP blog to hear more from Dr Rosalind Silvester as she introduces the Collection and shares her thoughts on the contemporary field of Francophone Chinese Studies.

Read this collection Open Access >

—————————————————————————————————————-

COLLECTION ARTICLES

Introduction à « Convergences franco-chinoises: la valeur de la créativité transculturelle »
by Rosalind Silvester and Guillaume Thouroude

‘Beyond Franco-Chinese Culinary Crossover: A Marriage of Methods and Ingredients at Yam’Tcha, Paris’
by Michelle E Bloom

‘Du passage des cultures aux identités plurielles : bandes dessinées et romans graphiques sino-francophones’
by Jean-Baptiste Bernard

‘Maladie, médecine et migration au prisme de l’écriture migrante des écrivains d’origine chinoise écrivant en français : une contribution à une médecine transculturelle?’
by Julia Proll

‘Transcultural Memories and Transmission: The Case of Ying Chen’s La Lenteur des montagnes’
by Gabrielle Parker

‘L’animal, l’humain et la sextualité fabuleuse : la chasse à la narration transculturelle et zoopoétique dans L’acrobatie aérienne de Confucius de Dai Sijie’
by Shuangyi Li

‘La création franco-chinoise dans sa matérialité. Le symbolisme dans l’œuvre plastique de Xuefeng Chen et son rapport à la matière’
by Guillaume Thouroude

‘The Value of Rubbish in Francophone Chinese Art Installations’
by Rosalind Silvester

4.2 Rage: Affect and Resistance in French and Francophone Culture and Thought, 1968–2020. Edited by Jasmine Cooper, Lili Owen Rowlands and Katie Pleming

Rage

Affect and Resistance in French and Francophone Culture and Thought, 1968–2020

Edited by Jasmine Cooper, Lili Owen Rowlands and Katie Pleming

Oxford, 2024. X, 252 pp., 2 fig. col., 2 fig. b/w.

Modern French Identities, Vol. 150

Series Editor: Jean Khalfa

ISBN 978-1-80079-839-7 pb.

Cover price £48

This volume explores the political life of rage as it has been experienced and mobilized in the Francosphere since 1968. If mai is remembered as a failure to convert insurrectionary feeling into lasting political change, the vast number of activist groups who have alchemized their anger into resistance over the past fifty years are a testament to the continued, necessary role of rage in political life.

This volume traces the various morphologies of anger across French-language literature, thought, cinema and activism. From Black feminisms to punk, flamboyance to suicide, cacophonous sound to riotous song, the contributions probe the aesthetics and politics of rage. This collection also examines the uneven legitimization of political anger – how rage is allowed to be expressed, by whom and in which contexts. Rage is often dismissed as inimical to proper academic inquiry: what unites the contributions in this publication is a commitment to thinking with feeling.

Jasmine Cooper is the Fairlie-Hutchinson Research Fellow in French at Girton College, Cambridge.

Lili Owen Rowlands is a Leverhulme Early Career Research Fellow in French at Royal Holloway, University of London.

Katie Pleming is an Early Career Teaching and Research Fellow in French and Francophone Studies at the University of Edinburgh.

Available for purchase from https://www.peterlang.com/document/1307806. Enter the code SFS30 at checkout to receive a 30% discount. Please contact orders@peterlang.com with any questions.

4.3 Contemporary French Civilization: Volume 49 Issue 2 Jul 2024 Ed. Todd Reeser

Contemporary French Civilization: Volume 49 Issue 2 Jul 2024 “Queer flight: rethinking Maghrebi sexualities”

https://www.liverpooluniversitypress.co.uk/toc/cfc/49/2

4.4 (Re)thinking (post)colonial landscapes of the French-speaking world, edited by Sky Herington and Orane Onyekpe-Touzet

The latest issue of Francosphères is now available online.

Liverpool University Press is pleased to inform you of the latest content in FRANCOSPHÈRES an Open Access journal that is essential reading for those working in and researching French language and culture, and the Francophone postcolonial presence.

Volume 13.1 is a special issue which hopes to offer a contribution to the development of further studies into questions of land and landscape in the context of the colonial and postcolonial francospheres, which build on the interventions and discussions from this conference held three years ago. This issue asks what the specificities of these contexts might bring to the wider body of works investigating landscapes globally. While many of the themes touched upon here have parallels in other contexts, the impact of the history and colonial encounters on the relationship between seeing, doing, and being on and in the particular landscapes studied here offer new ways of understanding how landscape can be (re)conceptualized.

Read this journal Open Access >

TABLE OF CONTENTS

EDITORIAL

(RE)THINKING (POST)COLONIAL LANDSCAPES OF THE FRENCH-SPEAKING WORLD

Sky Herington and Orane Onyekpe-Touzet

ARTICLES

AMADOU CISSÉ ON THE ‘DANGERS’ OF MILLET: A MICROHISTORY OF COLONIAL POWER, COLONIZED AGENCY, AND AGRICULTURAL KNOWLEDGE IN THE SCHOOLS OF COLONIAL SENEGAL, 1911–14

Meghan O’Donoghue

TRANSCULTURALITY AND ECOLOGY IN FRANCOPHONE NORTH AFRICAN POETRY: HUMAN/NON-HUMAN AND GLOBAL/LOCAL COMMUNITIES

Jane Hiddleston

LES PROFONDS CONTRE LES PAYSAGES: DES TERRES ET DES HOMMES AU CŒUR DE L’EXPLOITATION AURIFÈRE (MALI ET GUYANE)

Alice Desquilbet

CONTRIBUTORS

Contributors

4.5 French Politics, Culture & Society : Volume 41, Issue 3

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

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

French Politics, Culture & Society
Volume 41, Issue 3
Table of Contents

Articles
Paulin Vieyra’s Afrique sur Seine (1955): Black Ethno-Fiction and French New Wave Prototype
Brett Bowles

The “Eternal Dependence of the Maghreb”: The Faculté des lettres d’Alger and North African History during the French Algerian Centenary
Catalina Mackaman-Lofland

The Muslim Consistory that Never Was: Religion and Legal Identity in French Algeria
Rachel Eva Schley

Much Courage but Little Hope: Jewish Refugees and the French Internment Camp System
Meredith L. Scott

Tract Warfare: Gender and Vietnamese Activism against the 1931 Colonial Exposition
Elizabeth Tuttle

Book Reviews
Brian Shaev, Terrence G. Peterson, and Amit Prakash

4.6 Guerres, carcéralité et prisons coloniales. H(h)istoire, témoignages et représentations’, edited by Latifa Sari Mohammed

ELLiC (8:1, 2024)

Guerres, carcéralité et prisons coloniales. H(h)istoire, témoignages et représentations’, edited by Latifa Sari Mohammed

available at: https://journals.univ-tlemcen.dz/ELLIC/index.php/ELLIC

Contents:

Avant-propos

Latifa SARI MOHAMMED

Le droit pénal, source et/ou remède au trauma colonial ?

Réflexions sur la guerre d’Algérie

Rouchon MALOU

L’internement comme outil de répression durant la colonisation de l’Algérie

Hammou CHAÏB

La racialisation du travail pénal en Guyane française (années 1850-années 1830)

Samuel TRACOL

L’Émir Abdelkader ou la réforme pénitentiaire

Zineb MERAD CHAOUCH

“L’emprisonnement” de l’idéologie et de la mémoire du nationalisme camerounais (1948-1990)

Gilbert WATE SAYEM

Ibrahim El-Salahi’s Prison Notebook: Resisting Colonial Violence

Ayah WAKKAD

The Politics of Trauma Visual Representation in La Bataille d’Alger

Dominique LOUNES LALEG

L’expérience carcérale dans le discours mémoriel de Louisa IGHILAHRIZ “Louisette”

Amal AMMI ABBACI

Lettres de prison : l’imaginaire carcéral dans les œuvres de Leïla Sebbar

Anne SCHNEIDER

La littérature à l’épreuve de la carcéralité coloniale

Jamila HAMIDI

Les femmes combattantes, ou les Mater Dolorosa dans La femme sans sépulture et L’Amour la Fantasia d’Assia Djebar

Fatiha CHAOUIB

Représenter et transmettre la mémoire de Shark Island (Namibie)

Virginie BRINKER

La guerre d’Algérie à l’œuvre graphique polar, Alger La noire de Jacques Ferrandez

Fatima SEDDAOUI

4.7 Spirals in the Caribbean: Representing Violence and Connection in Haiti and the Dominican Republic by Sophie Maríñez

Spirals in the Caribbean: Representing Violence and Connection in Haiti and the Dominican Republic

Sophie Maríñez

University of Pennsylvania Press

An in-depth analysis of literary and cultural productions from Haiti and the Dominican Republic and their diasporas

Spirals in the Caribbean responds to key questions elicited by the human rights crisis accelerated in 2013 by the Dominican Constitutional Court’s Ruling 168-13, which denationalized hundreds of thousands of Dominicans of Haitian descent. Spirals details how a paradigm of permanent conflict between the two nations has its roots in reactions to the Haitian Revolution—a conflict between slavers and freedom-seekers—contests over which have been transmitted over generations, repeating with a difference. Anti-Haitian nationalist rhetoric hides this long trajectory. Through the framework of the Spiral, a concept at the core of a Haitian literary aesthetic developed in the 1960s called Spiralism, Sophie Maríñez explores representations of colonial, imperial, and national-era violence. She takes as evidence legislation, private and official letters, oral traditions, collective memories, Afro-indigenous spiritual and musical practices, and works of fiction, plays, and poetry produced across the island and its diasporas from 1791 to 2002.

With its emphases on folk tales, responses to the 1937 genocide, the Constitution of the Dominican Republic, Afro-indigenous collective memories, and lesser-known literary works on the genocide of indigenous populations in the Caribbean, Spirals in the Caribbean will attract students, scholars, and general readers alike.

SFPS Monthly Mailing: July 2024

1. Calls for Papers/Contributions

1.1 Society for French Studies 66th Annual Conference

1.2 Sketching the Spectral: Ghosts in French-language Graphic Novels (NEMLA 2025)

1.3 Representing Disability in French-speaking Literature and Media (NEMLA 2025)

1.4 Accommodating Today’s Student Angst and Access (NEMLA 2025)

1.5 Représentations de massacres coloniaux français dans la littérature et les arts visuels (Nouvelles Études Francophones)

1.6 Transformation (Women in French UK–Ireland Conference 2025)

1.7 Special Issue on Incarceration in French and Francophone histories (French Historical Studies)

1.8 Repenser l’Altérité et l’Identité : Lire, Enseigner, Traduire (Université de Calgary, Canada)

1.9 Discours de violence et de non-violence dans les langues, cultures et médias en Méditerranée et en Orient (Montpellier & en ligne)

2. Job and Scholarship Opportunities

2.1 University of Warwick 2024-2025 British Academy Postdoctoral Fellowship

2.2 University of St Andrews 2024-2025 British Academy Postdoctoral Fellowship

2.3 Post-Doctoral Research Fellowship, All Souls College, University of Oxford.

2.4 Institute of Languages, Cultures and Societies 2024-2025 British Academy Postdoctoral Fellowship

2.5 Part-time Lecturer in French, The Department of Global Languages and Cultures at the University of Wisconsin-Oshkosh

2.6 Lecturer/Senior Lecturer of French, Cornell University

2.7 Assistant Professor – Caribbean Literature – Department of English, The City College of New York

2.8 Assistant, Associate, or Full Professor of French (Francophone Literatures and Cultures), Amherst College, Department of French

2.9 Lecturer (T&S) in French and Francophone Studies: University of Leeds – School of Languages, Cultures and Societies

2.10 College Lectureship in French: University of Cambridge – St. John’s College

2.11 Lecturer in French Language and Literature : Comparative Literature and Languages, College of Humanities, Arts & Social Sciences, UC Riverside

3. Announcements

3.1 Society for. French Studies 2024 R. Gapper Book Prize

3.2 Conférence annuelle de l’association FLEUR, le lundi 9 sept. 2024 à l’université de Liverpool

3.3 AUPHF+ Executive Committee Recruitment

3.4 ASMCF 2024 – Transnational Futures/Avenirs Transnationaux

4. New Publications

4.1 ‘Convergences Franco-Chinoises: La Valeur de la Créativité Transculturelle’, edited by Dr Rosalind Silvester, Queen’s University Belfast

4.2 Rage: Affect and Resistance in French and Francophone Culture and Thought, 1968–2020. Edited by Jasmine Cooper, Lili Owen Rowlands and Katie Pleming

4.3 Contemporary French Civilization: Volume 49 Issue 2 Jul 2024 Ed. Todd Reeser

4.4 (Re)thinking (post)colonial landscapes of the French-speaking world, edited by Sky Herington and Orane Onyekpe-Touzet

4.5 French Politics, Culture & Society : Volume 41, Issue 3

4.6 Guerres, carcéralité et prisons coloniales. H(h)istoire, témoignages et représentations’, edited by Latifa Sari Mohammed

4.7 Spirals in the Caribbean: Representing Violence and Connection in Haiti and the Dominican Republic by Sophie Maríñez

Erin Twohig

Subscribe & Follow

SFPS Monthly Mailing: July 2024

1. Calls for Papers/Contributions

1.1 Society for French Studies 66th Annual Conference

1.2 Sketching the Spectral: Ghosts in French-language Graphic Novels (NEMLA 2025)

1.3 Representing Disability in French-speaking Literature and Media (NEMLA 2025)

1.4 Accommodating Today’s Student Angst and Access (NEMLA 2025)

1.5 Représentations de massacres coloniaux français dans la littérature et les arts visuels (Nouvelles Études Francophones)

1.6 Transformation (Women in French UK–Ireland Conference 2025)

1.7 Special Issue on Incarceration in French and Francophone histories (French Historical Studies)

1.8 Repenser l’Altérité et l’Identité : Lire, Enseigner, Traduire (Université de Calgary, Canada)

1.9 Discours de violence et de non-violence dans les langues, cultures et médias en Méditerranée et en Orient (Montpellier & en ligne)

2. Job and Scholarship Opportunities

2.1 University of Warwick 2024-2025 British Academy Postdoctoral Fellowship

2.2 University of St Andrews 2024-2025 British Academy Postdoctoral Fellowship

2.3 Post-Doctoral Research Fellowship, All Souls College, University of Oxford.

2.4 Institute of Languages, Cultures and Societies 2024-2025 British Academy Postdoctoral Fellowship

2.5 Part-time Lecturer in French, The Department of Global Languages and Cultures at the University of Wisconsin-Oshkosh

2.6 Lecturer/Senior Lecturer of French, Cornell University

2.7 Assistant Professor – Caribbean Literature – Department of English, The City College of New York

2.8 Assistant, Associate, or Full Professor of French (Francophone Literatures and Cultures), Amherst College, Department of French

2.9 Lecturer (T&S) in French and Francophone Studies: University of Leeds – School of Languages, Cultures and Societies

2.10 College Lectureship in French: University of Cambridge – St. John’s College

2.11 Lecturer in French Language and Literature : Comparative Literature and Languages, College of Humanities, Arts & Social Sciences, UC Riverside

3. Announcements

3.1 Society for. French Studies 2024 R. Gapper Book Prize

3.2 Conférence annuelle de l’association FLEUR, le lundi 9 sept. 2024 à l’université de Liverpool

3.3 AUPHF+ Executive Committee Recruitment

3.4 ASMCF 2024 – Transnational Futures/Avenirs Transnationaux

4. New Publications

4.1 ‘Convergences Franco-Chinoises: La Valeur de la Créativité Transculturelle’, edited by Dr Rosalind Silvester, Queen’s University Belfast

4.2 Rage: Affect and Resistance in French and Francophone Culture and Thought, 1968–2020. Edited by Jasmine Cooper, Lili Owen Rowlands and Katie Pleming

4.3 Contemporary French Civilization: Volume 49 Issue 2 Jul 2024 Ed. Todd Reeser

4.4 (Re)thinking (post)colonial landscapes of the French-speaking world, edited by Sky Herington and Orane Onyekpe-Touzet

4.5 French Politics, Culture & Society : Volume 41, Issue 3

4.6 Guerres, carcéralité et prisons coloniales. H(h)istoire, témoignages et représentations’, edited by Latifa Sari Mohammed

4.7 Spirals in the Caribbean: Representing Violence and Connection in Haiti and the Dominican Republic by Sophie Maríñez

Erin Twohig

You Might Also Like

SFPS Monthly Mailing: November 2013

SFPS Monthly Mailing: December 2011

SFPS Mailing: November 2022

SFPS Monthly Mailing: June 2024

CFP: Francophone Postcolonial Studies 2026

Subscribe & Follow