In his 2016 essay Afrotopia, Senegalese scholar Felwine Sarr posits the African continent of the 21st century as poised to become “an active utopia” that engages critically with the past and draws extensively on and cultivates Africa’s own indigenous resources, both natural and cultural. Rather than describe what Afrotopia will be, Sarr foregrounds the multifaceted work required to first imagine it by focusing on what he calls “Afrotopos” or “Africa’s atopos.” Sarr defines Afrotopos as the “as-yet-inhabited site of this Africa to come,” that “requires investment in thought and imagination,” a “space of the possible that has not yet been realized, but where nothing insurmountable will prevent it from coming into existence.” Denouncing the myth of “infinite economic growth within a finite world,” Sarr stresses that such work necessarily involves new economic models and requires “a more acute environmental awareness” in the face of “climate change and reduced biodiversity.” Decolonization of thought and new metaphors drawn from local conditions, knowledge, and needs and are the essential tools to carry out the imagining of Afrotopos, which Sarr presents as predicated on “Africa’s creolization” through a reflexive process of “learning to get to know ourselves anew” and by “proposing new answers to the question of knowing who we are.” Evidence of this endeavor of “learning to get to know ourselves anew” is at the heart of the “Report on the Restitution of Cultural Heritage,” which Sarr coauthored with French art historian Bénédicte Savoy in 2018. This crucial report emphasized the existing and increasing calls for the restitution of African cultural objects located in institutions in the Global North. Evidence of this renewed quest for identity can also be read in the completion of the Museum of Black Civilizations in Dakar, Senegal in 2018, and the 2022 Pritzker Architecture Prize going to Burkinabé architect Diébédo Francis Kéré for his innovative site-specific architecture, which prioritizes using local and renewable materials.

While Sarr’s propositions are future-oriented and seek to affect change worldwide through changes on the continent, this interdisciplinary conference asks what other kinds of Afrotopias have been imagined and created while also attending to who is responsible for the realization of such Afrotopias and who or what generates “insurmountable” obstacles to their actualization and maintenance. Key questions include: Is Afrotopia always for everyone? What distinguishes an Afrotopia from an Afro(dis)topia? What do Afrotopias reveal about structures of power? When and where have representations of Afrotopias emerged? What do the similarities and differences between Afrotopias generated on the continent and outside of it teach us?

Though the conference theme stems from a Francophone context, we invite comparative approaches that span the African continent and extend to the African diaspora.

Possible topics may include:

Pre- and post-colonial African utopias
Pan-Africanism, pan-Africanism
Gender utopias
Ecocriticism and more-than-human/posthuman utopias
Sci-fi and speculative fiction
Afrofuturism
Performance Studies, Music, Dance, Theater
Diasporic utopias, Transnational Black solidarity
Dictator utopias
Négritude
Visual culture and art
Comics, graphic novels, bandes dessinées, animation, video games
Film
Anthropology and archives
Monuments
Architecture and Urban Planning

We are accepting proposals of 250-300 words for 20-minute presentations by November 25, 2024. We also encourage panel proposals of 3-4 presentations.

Please complete the following form to submit your proposal: https://forms.gle/H6Twv2hQJUCRpp9PA

If you have any questions, please contact Michelle Bumatay: mbumatay@fsu.edu

Bibliography:

Sarr, Felwine. Afrotopia. Philippe Rey, 2016.

Sarr, Felwine. Afrotopia. Translated by Drew S. Burk and Sarah Jones-Boardman. University of Minnesota Press, 2019.

Appel à contributions

5th Global Africas: Afrotopias Conference

Winthrop-King Institute for Contemporary French and Francophone Studies

Florida State University, 10-11 avril 2025

Conférencier invité: Felwine Sarr

Organisatrice: Michelle Bumatay

Dans son essai Afrotopia, philosophe et auteur sénégalais Felwine Sarr suggère que le continent africain du 21ème siècle est sur le point de devenir « une utopie active » qui s’engage avec le passé tout en cultivant ses propres ressources naturelles ainsi que culturelles. Au lieu de décrire explicitement ce que l’Afrotopie sera, Sarr souligne le travail complexe requis à imaginer ce qu’il appelle « Afrotopos » ou « l’atopos de l’Afrique ». Il définit l’Afrotopos comme « ce lieu non encore habité par cette Afrique qui vient » et appelle à « intensifier les investissements en capital humain » pour pouvoir imaginer « cet espace du possible qui n’est pas encore réalisé, mais dont rien d’insurmontable n’empêche l’aventure ». Refusant le mythe d’une « croissance économique infinie dans un monde fini », Sarr explique que le travail nécessaire exige à la fois de nouveaux modèles économiques et « une conscience écologique plus aiguë » face aux « effets du changement climatique et de la réduction de la biodiversité ». La décolonisation de la pensée et de nouvelles métaphores tirées des conditions, connaissances, et besoins locaux sont les outils essentiels pour imaginer l’Afrotopos. Sarr présente cette transformation comme la « créolisation de l’Afrique » engagée dans le processus réflexif de « nous connaître à nouveau, d’apporter des réponses nouvelles à la question de savoir qui nous sommes ». La preuve de cette entreprise de « nous connaître à nouveau » est au cœur du « Rapport sur la restitution du patrimoine cultural africain » que Sarr a co-écrit avec l’historienne de l’art française Bénédicte Savoy en 2018. Ce rapport essentiel a amplifié les appels existants pour la restitution des objets culturels d’Afrique par les institutions du Nord. La recherche renouvelée d’identité se montrent également avec l’achèvement du Musée des Civilisations Noires à Dakar en 2018 et avec l’attribution du Prix Pritzker 2022 à l’architect burkinabé Diébédo Francis Kéré pour l’usage innovateur des matériaux locaux et renouvelables.

Tandis que les propositions de Sarr s’orientent vers l’avenir et visent le changement mondial via le changement sur le continent africain, ce colloque pluridisciplinaire examine l’existence des autres types d’Afrotopias déjà imaginés et créés. Il sera également important de prêter attention à l’identité de ceux qui ont imaginé et créé ces Afrotopias ainsi qui l’identité de ceux sui sont responsables des difficultés à les maintenir viables / de ceux qui menacent leur bien-être. Quelques questions clés : L’Afrotopia est-il toujours pour tout le monde ? Qu’est-ce qui distingue un ‘Afrotopia’ d’un Afro(dis)topia ? Qu’est-ce que les Afrotopias révèlent du pouvoir ? Quand et où des représentations des Afrotopias ont-ils apparu ? Qu’est-ce que nous apprenons des similarités et des différences entres les Afrotopias qui proviennent du continent et ceux qui se produisent en dehors du continent ?

Bien que le thème de ce colloque vienne du contexte francophone, nous accueillons des approches comparatives qui couvrent tout le continent africain et s’étend à la diaspora africaine.

Thématiques possibles :

Afrotopias pré- et post-coloniaux
Pan-africanisme, pan-africanisme
Utopie de genre
Ecocritique, plus qu’humain, post-humanisme
Science-fiction, fiction spéculative
Afrofuturisme
Performance, Musique, Danse, Théâtre
La Diaspora, solidarité transnationale
Utopies dictatoriales
Négritude
L’art et la culture visuelle
Bandes dessinées, dessins animés, jeux vidéos
Film
Anthropologie et les archives
Monuments
Architecture et urbanisme

Nous vous invitons à envoyer une proposition (250-300 mots) avant le 25 novembre 2024. Nous invitons aussi des propositions pour un panel de 3-4 présentations. Voici le lien pour les propositions : https://forms.gle/H6Twv2hQJUCRpp9PA

Si vous avez des questions, veuillez contacter Michelle Bumatay: mbumatay@fsu.edu

Bibliographie

Sarr, Felwine. Afrotopia. Philippe Rey, 2016.

Sarr, Felwine. Afrotopia. Translated by Drew S. Burk and Sarah Jones-Boardman. University of Minnesota Press, 2019.

1.2 Resistance (Paris, Campus Condorcet)

C A L L F O R P A P E R S

RESISTANCE

(Paris, Campus Condorcet – July 15-19, 2025)

The Global Consortium for French Historical Studies

Society for French Historical Studies

Society for the Study of French History

Western Society for French History

with the participation of

Association for the Study of Modern & Contemporary France

George Rudé Society

H-France

The Global Consortium for French Historical Studies proposes the theme “Resistance,” as a singular prism for historical understanding. By bringing into conversation the written, visual, and performed historiographical practices of cultural, social, and political history relative to the ancient, medieval, modern, and contemporary worlds, this international conference proposes a timely renewal of this important object of inquiry: in different times, places, and cultures within and beyond the francophone world, what did it mean to resist?

Resist ! Resist the passing of time. Resist pain, illness, and despair. Resist injustice. Resist the oppressor. Resist the norm. Resist the material, economic, political, cultural, and social constraints that circumscribe our lives. Resist domination of the powerful over the weak. Resist the law and those who manipulate it. Resist the ideologies and beliefs that control social life. Resist physical restraints. Resist moral and emotional hegemonies. Resist the enslaver, the colonizer, the conqueror. Resist any force that exploits, humiliates, or violates. Resist the imperatives of the “market,” totalizing technologies, the hellish rhythms of labor efficiency, and authoritarian regimes. Resist the apparent inevitability of poverty and climatic disaster. Resist with weapons in hand or peacefully. Resist to exist…

Resistance is the interplay between dominance and its opposition. Resistance has taken the forms of mass movement, community action, individual act, and everyday gesture of refusal. Between a dominant group and subordinated group, and within and among subordinated groups, opposition may take shape along familiar axes, such as gender, generation, class, coloniality, religious affiliation nation, sexuality, race, and ethnicity. Resistance has been described variously as the fruit of human intention and as human instinct. Resistance is movement in the face of power’s obstinacy; but it is also what stands firm before forcible change. In either sense, resistance may be what propels human history, all that effects change over time.

Resistance will conjure up great names and anonymous actors, rousing events and small acts, and revolutionary movements and individual expression. Resistance has manifestly entailed degrees of risk, from risk to one person’s life to the decimation of life as entire communities, and indeed whole nations, had known it. In this sense, resistance has been the substance of grand narratives that have themselves become the object of intellectual refusal.

The humanity of resistance, and its historicity, is the global object of inquiry for this conference. Yet, we cannot maintain that resistance is the sole purview of humans. The physics and metaphysics of resistance exhibited by other living things (plants, non-human animals, micro-organisms) and physical phenomena (electricity, sound waves…) have served as model, counterpoint, and metaphor for human resistance. Though resistance in these instances is driven by internal imperatives or logics unrelated to or outside human will, we cohabitate in a shared world. Knowledge of the natural world and physical phenomena is, therefore, implicated in the decisions and commitments that affect social life.

By gathering participants from all over the world, this conference reinvigorates resistance studies at a particularly important moment, one of convergence brought about by the crisis of the Covid-19 pandemic and its wake. This “global event,” for the first time in human history, cast beings simultaneously and all over the world into comparable systems of physical, health, and emotional constraint. Through the lens of this experience, how might the history of resistance be expressed? By revisiting the lives of the brave as told in extraordinary acts? By exhuming more obscure daily practices? In framing resistance through social scientific models? Or, in drawing on the infinite richness of the historical and social conditions that shaped each case in its singularity?

Historian Marc Ferro has observed how “les sociétés apprennent à résister sans cesse à un avenir qui leur échappe, à découvrir comment les hommes savent résister” because, as he underlined, “ce sont ces formes de refus qui construisent l’histoire.” In this conference, we seek to reckon collectively with what resistance meant in different times, places, and cultures through different modes of research.

Summary

The Consortium brings together a rich array of historiographical practices, including archeological, cultural, social and political histories of the ancient, medieval, modern and contemporary worlds through a singular prism — “resistance.” By interrogating the “fait de résistance,” this international conference seeks to formulate a newly expanded object of history to shed light on what resistance has meant in different periods, places, and cultures. Our goal for the conference is to achieve creative coherence through the broadest possible understanding of its theme.

The Program Committee (*Committee Co-Chair)

Ludivine Broch
Jakob Burnham
Michelle Bubenicek
Sally D. Charnow
Jennifer Heuer
Jeff Horn
Libby Murphy
*Luc Robène
Penny Roberts
Pierre Serna
*Solveig Serre
Nick Underwood

Local Arrangements

Luc Robène
Solveig Serre

Practical Information

This conference represents the 70th Annual Conference of the SFHS, the 51st Annual Conference for the WSFH, and the 38th Annual Conference of the SSFH !
This conference comes out of the joint planning of member societies in the Global Consortium for French Historical Studies. All conference participants who are notaffiliated with a French public institution OR who are not members of either the Society for the Study of French History (SSFH) or the Society for French Historical Studies (SFHS) must become members of one of these societies by the time they register for the conference. Beginning January 1, 2025, SFHS membership will automatically come with a one-term membership to its North American co-organizer, the Western Society for French History (WSFH).
All conference participants will be required to pay the conference fee, which defrays the conference expenses. Special pricing will be available to underemployed and student participants.
Please note that only proposed works that clearly draw on the conference theme will be considered. As usual, your proposed work should be unpublished and presented for the first time at this conference.
In the spirit of the global consortium and cross-cultural exchange, we encourage the submission of single paper proposals rather than pre-formed panels, though the Program Committee will give pre-formed panels full consideration. Other formats for this conference include roundtables, posters, exhibitions, and performances.
We ask you to submit your proposals using the Proposal Submission Form, which will aid our Program Committee in organizing a stimulating event. However, if you are experiencing difficulties submitting this form or have any questions, please contact: SFHSpresidents2025@gmail.com

The portal for submission of proposals is now open. Please submit your proposals by November 1, 2024. You will hear back from the scientific committee by December 15, 2024.

APPEL A COMMUNICATION

RÉSISTER

(Paris, Campus Condorcet – 15-19 Juillet 2025)

The Global Consortium for French Historical Studies

Society for French Historical Studies

Society for the Study of French History

Western Society for French History

Avec la participation de

Association for the Study of Modern & Contemporary France

George Rudé Society

H-France

Résumé

Global Consortium for French Historical Studies (Consortium mondial d’études historiques françaises) se propose d’appréhender l’histoire en mobilisant un prisme décisif : « Résister ». En faisant dialoguer des pratiques historiographiques relevant de l’histoire culturelle, sociale, politique, des mondes anciens, médiévaux, modernes et contemporains, ce colloque international entend façonner un nouvel objet d’histoire et questionner en chaque époque, chaque lieu, chaque culture, ce que résister veut dire.

Argumentaire complet

Résister ! Résister au temps qui passe. Résister à la douleur, à la maladie, au désespoir. Résister à l’injustice. Au pouvoir qui s’abat sur les faibles. Résister à l’oppresseur. Résister au modèle unique, à la culture dominante, à la norme ou à la bien-pensance. Résister aux règles, à l’ordre, à l’exemple à suivre. Résister aux contraintes matérielles, économiques, politiques, culturelles et sociales qui ordonnent ou contraignent les vies. À la domination du puissant sur les faibles. Résister à la loi ou à celles et ceux qui la tordent. Résister aux idéologies ou aux croyances dans lesquelles s’enferment des existences. Résister à l’emprise physique, morale, émotionnelle. Résister à l’esclavage, au colon ou au conquérant, à la force qui exploite, qui humilie, qui violente, aux lois du « marché », aux emprises technologiques totales, aux cadences infernales, aux régimes autoritaires, à la pauvreté, aux catastrophes climatiques. Résister les armes à la main ou pacifiquement. Résister en migrant. Résister pour exister…

Résister constitue-t-il le propre des sociétés humaines : une constante anthropologique ? Le « fait de résistance » relève-t-il davantage de ressources contingentes, participant dès lors de la construction historiquement et socialement située des rapports à l’autre, aux autres, à la nature et au monde ? L’acte définit-il des principes, choix et/ou obligations, des configurations qui s’inscrivent sans discontinuer, mais sans pour autant se répéter, au cœur des relations sociales et des rapports de pouvoir qui trament notre histoire ? Participe-t-il de la fabrique des grands mythes qui tiennent ensemble les fils d’une histoire commune, sinon l’écriture d’un roman national ? Comment cette problématique “humaine” prend-elle en compte la capacité du vivant (plantes, micro-organismes, animaux) ou des phénomènes physiques (électricité, ondes, sons, etc.) à résister ou à fléchir ? Comment la connaissance des phénomènes naturels et / ou physiques impliquant des décisions, des engagements (climat, environnement, etc.) interfère-t-elle avec la vie des femmes et des hommes vivant en société ?

Comme permettent de l’entrevoir l’actualité ou le passé récent, les existences des êtres et des peuples, et sans doute la conscience de ce qui nous unit ou nous détruit, sont marquées par des prises de position remarquables. Des personnes se dressent, fragiles dans leurs projets, fortes dans leurs convictions, seules ou par fractions plus ou moins importantes, contre toutes formes de domination au risque d’y sacrifier leur liberté ou leur vie. Les figures d’Alexeï Navalny, de Missak Manouchian, de Julian Assange, de Daw Aung San Suu Kyi, celles encore des Femen, des Pussy Riot, des Mères de la place de mai, de Gandhi, Nkrumah, ou Mandela, pour ne prendre que quelques éclats modernes et contemporains, semblent dire la même histoire : celle des engagements, des forces qui sourdent et conduisent des femmes et des hommes à rompre avec l’impensable, à s’ériger en remparts face aux injustices, contre l’ordre établi, face à l’inhumanité.

Ces histoires remarquables s’avivent plus en profondeur de mouvements plus massifs. Elles embrassent les actes d’anonymes, de celles et ceux qui, engagés dans les insurrections, les frondes, les soulèvements et révoltes dépassent leurs propres peurs pour basculer dans le paradigme du refus et s’opposer à l’inéluctable. Elles agrègent les effets de la grève, massive, puissante, du refus d’avancer comme l’ordonnerait le « système », de l’inertie collective face aux changements imposés par la force ou dans le déni du consentement des peuples, des occupations de sites, d’usines, de territoire. Elles se saisissent des corps devenus la manifestation physique et politique du refus inscrit dans l’espace public, dans la rue.

Parfois, résister peut conduire à envisager la rupture, les déchirures qui supposent de changer d’existence. Il faut partir pour échapper à des conditions de vie devenues insupportables, pour échapper à la famine, à la misère, à l’emprisonnement, à l’effacement, à la mort. La dynamique des migrations ou des exils, des grands sauts qui, depuis des siècles, témoignent des capacités des hommes et des femmes à changer de pays ou de continents pour espérer survivre, au risque du pire, éclaire cette faculté des groupes humains à réinventer leurs cadres de vie pour imaginer au-delà des terres d’asile de nouvelles trajectoires, de nouveaux possibles.

Résister c’est aussi choisir d’affirmer son identité au rebours de la morale, des bons usages, de la culture dominante, des esthétiques convenues, de ce qui s’impose par la contrainte ou la norme. C’est penser sa liberté, sa citoyenneté, revendiquer la pleine et entière possession de son corps, de son sexe, de son genre. Résister c’est encore choisir de s’exprimer, par la parole, par le corps, par le geste, l’écriture, les arts. C’est subvertir poétiquement le réel pour lui substituer l’imaginaire, l’esthétique, l’artistique qui fera à son tour basculer la vie ailleurs. C’est révéler en le transcendant, ce souffle vital qui est au fondement de la personne humaine et de ses libertés.

Aussi convient-il de comprendre comment chaque époque, chaque culture, chaque société, des anciens mondes jusqu’aux nouveaux continents, de l’Antiquité à l’ère contemporaine, a pensé en actes les façons sans cesse réinventées de résister aux formes de coercitions. Comment chaque terre, chaque histoire, chaque destinée fut traversée par des enjeux qui enjoignaient les êtres à s’extraire de conditions de domination qu’ils ne faisaient bien souvent qu’entrevoir, pour résister et imprimer radicalement par les actes, ou plus en profondeur, par les idées, dans les esprits et le mouvement des pensées, des représentations, le sens du changement, la rupture.

Résister cristallise des attitudes, des postures, des stratégies, des volontés, des vies saisies par la force et la violence ou la puissance de l’engagement : des rébellions serviles de l’Antiquité aux jacqueries du Moyen-Âge, en passant par les luttes des Canuts contre le progrès technique qui effraye et oblitère un temps l’horizon ; de la révolte d’esclaves à Saint-Domingue ; de la Marche des Beurs dans la France des années 1980 aux révoltes urbaines ; de la Révolution française aux révolutions contemporaines, Orange (Ukraine), des Parapluies (Chine), des Œillets (Portugal) en passant par les Printemps arabes ; du Black Power (US) incarné par le poing levé des athlètes John Carlos et Tommie Smith aux Jeux olympiques de Mexico jusqu’aux Barricades de mai 1968 ; des sittings à Occupy Wall Street ; de la Commune de Paris aux soulèvements des Bonnets Rouges, puis des Gilets Jaunes, en passant par les formes d’activismes qui ont marqué, en France, les luttes de collectifs embrassant la cause des minorités, des malades, des homosexuels, des détenus, des prostituées, de l’écologie, des femmes, du vivant ; de la résistance à l’occupant, qui agrège les sacrifices de femmes et d’hommes venus de tous horizons, de tous bords politiques, défendant leur patrie ou luttant pour un Idéal de Liberté, jusqu’aux soulèvements populaires motivés par la colère face à la destruction du monde.

Ces ensembles doivent être appréhendés dans la variété et la richesse des faits, des objets, des relations, des emprises et des configurations de pouvoir, des contextes des lieux et des moments, des synergies, des tactiques et des stratégies, travaillant à la fois sur ce qu’il devient possible de comparer, sur ce qui est repérable dans l’identique et dans le différent, ou encore éventuellement sur ce qui ouvre des pistes pour appréhender les nouveaux horizons et espaces de l’interconnexion et de la globalisation à l’heure des interdépendances médiatiques, sanitaires, économiques et géopolitiques contemporaines.

Car l’histoire peut aussi donner le sentiment de s’accorder momentanément sur des tensions et ruptures. Nos sociétés ont ainsi pu mesurer lors de la pandémie de Covid 19, au cœur d’un « événement global » qui, pour la première fois dans l’histoire de l’humanité a projeté les êtres au même moment, partout dans le monde, dans des systèmes de contraintes physiques, sanitaires, émotionnelles relativement comparables, à quel point résister – parfois en contournant ou subvertissant les règles ou l’ordre imposé – constituait l’horizon indispensable d’une réécriture de l’avenir, une réécriture du monde. Mais pour autant, avons-nous su résister ensemble ? ou l’imminence de la catastrophe commune a-t-elle révélé sinon généré de nouvelles fractures, de nouvelles concurrences, de nouvelles violences ?

Le passé des peuples est sans doute chargé de cette force de rupture sans cesse reconduite dans l’acte, parfois magnifiée, le « fait de résistance », qui à son tour soulève des montagnes et permet aux femmes et aux hommes de se tenir debout, de se projeter dans de nouveaux possibles, portés ou emportés même par le sentiment d’entrer en résonance avec des idées et des valeurs que l’on défend. Résister suppose ainsi la capacité humaine à espérer mieux. Résister suppose que le possible en tant que rupture ait été pensable, imaginable, réalisable. Résister est à la fois accomplissement et mémoire. Il imprime donc l’histoire en tant qu’un devenir en actes tel qu’il arriva qu’il fût conçu, à la fois tributaire et creuset contributaire des pratiques de celles et ceux qui ont résisté et des dispositifs qu’elles et ils ont construits pour résister.

Mais cette histoire foisonnante reste à écrire. Ces histoires de vies qui se sont accompli au prix de bravoures ou de sursauts, mais aussi bien souvent au creux de quotidiens plus obscurs doivent être exhumées, scrutées, éclairées, comparées, afin d’en saisir à la fois les principes, les configurations, les modèles, et l’infinie richesse des conditions historiques et sociales qui ont sculpté chaque cas dans sa singularité.

Interrogé sur son métier d’historien, sur ses expériences et ses sensibilités de chercheur, et sur ses rapports personnels au terrain, Marc Ferro soulignait à quel point il trouvait du sens et un plaisir tout personnel à comprendre « comment les sociétés apprennent à résister sans cesse à un avenir qui leur échappe, à découvrir comment les hommes savent résister » car, soulignait-il en conclusion : « ce sont ces formes de refus qui construisent l’histoire » (Marc Ferro, La passion de l’histoire, Paris, BPI Centre Pompidou, réal. M. Vuillermet, 1999). Ce sont les sentiers ouverts par ce grand historien français que ce colloque entend nourrir en cherchant à comprendre en chaque époque, chaque lieu, chaque culture, chaque relation, chaque objet, ce que résister veut dire.

Axes de réflexion principaux

The Global Consortium for French Historical Studies (Consortium mondial d’études historiques françaises)se propose de faire dialoguer des pratiques historiographiques relevant de l’archéologie, de l’histoire culturelle, sociale et politique des mondes anciens, médiévaux, modernes et contemporains, ainsi que des sciences sociales en mobilisant un prisme décisif : « Résister ». En questionnant le « fait de résistance » ce colloque international entend façonner un nouvel objet d’histoire et éclairer en chaque époque, chaque lieu, chaque culture, ce que résister veut dire. Ce programme de recherche définit d’emblée un périmètre ouvert sur toute époque et toute culture. Les axes proposés ne sont que des pistes qui permettront d’organiser les séances de manière cohérente et équilibrée.

Comité Scientifique

Ludivine Broch
Michelle Bubenicek
Jakob Burnham
Sally D. Charnow
Jennifer Heuer
Jeff Horn
Libby Murphy
*Luc Robène
Penny Roberts
Pierre Serna
*Solveig Serre
Nick Underwood

Comité Local

Luc Robène
Solveig Serre

Informations pratiques

Cette conférence représente la 70ème Conférence annuelle de la SFHS, la 51ème Conférence annuelle de la WSFH et la 38ème Conférence annuelle de la SSFH !
Cette conférence est issue de la planification conjointe des sociétés membres du Global Consortium for French Historical Studies (Consortium mondial d’études historiques françaises). Tous les participants à la conférence qui ne sont pas affiliés à une institution publique française OU qui ne sont membres ni de la Society for the Study of French History (SSFH), ni de la Society for French Historical Studies (SFHS), doivent devenir membres de l’une de ces sociétés au moment de l’inscription à la conférence. À compter du 1er janvier 2025, l’adhésion à la SFHS s’accompagnera automatiquement d’une adhésion d’une durée d’un mandat à son co-organisateur nord-américain, la Western Society for French History (WSFH).
Tous les participants à la conférence devront payer les frais de conférence, qui couvrent les dépenses de la conférence. Des tarifs spéciaux seront offerts aux participants sous-employés et aux étudiants.
Veuillez noter que seules les œuvres proposées qui s’inspirent clairement du thème de la conférence seront prises en considération. Comme d’habitude, votre projet de travail doit être inédit et présenté pour la première fois lors de cette conférence.
Dans l’esprit de ce consortium mondial et des échanges interculturels, nous encourageons la soumission de propositions de communications uniques plutôt que de panels préformés (sans les exclure). D’autres formats pour cette conférence incluent des tables rondes, des posters, des expositions et des performances.
Nous vous demandons de soumettre vos propositions en utilisant le formulaire de soumission de propositions, qui aidera notre comité de programme à organiser un événement stimulant.

Toutefois, si vous rencontrez des difficultés pour soumettre ce formulaire ou si vous avez des questions, veuillez nous contacter à l’adresse suivante: SFHSpresidents2025@gmail.com

Le formulaire de soumission des propositions est maintenant ouvert. Veuillez soumettre votre proposition avant le 1er novembre 2024. Toutes les propositions auront reçu une réponse au 15 décembre 2024.

1.3 Repenser l’Altérité et l’Identité : Lire, Enseigner, Traduire (Colloque international bilingue (anglais et français) et hybride, 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)

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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 4 octobre 2024 au plus tard. Les réponses seront communiquées 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

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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)

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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 October 4th, 2024. Decisions of acceptance will be emailed 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

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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

1.4 Women in French Studies Special Issue “Alternate Realities”

Call for Papers: Women in French Studies Special Issue “Alternate Realities”

Women in French Studies invites submissions of scholarly articles for a special issue focused on Alternate Realities (Utopias, Speculative fictions, & Science fiction) by French and Francophone women authors in texts, film, and comics. We welcome articles (15 to 20 pages) about past and contemporary productions, including those that help us think through contemporary issues, for example queer identities, feminism in the 21^st century, the Anthropocene and the climate crisis, human and non-human relations, or other ways to imagine other modes of existence and of living together. We also welcome pedagogical dossiers that will support colleagues who would like to introduce these less-commonly taught genres in the French classroom.

Note that to submit an article, you need to be or become a member of Women in French.

For article formatting guidelines, please visit the WIF page HERE (https://womeninfrench.org/wif-studies-journal).

We welcome all questions. Please email both Annabelle Dolidon (dolidon@pdx.edu) and Tessa Sermet (sermet@lakeforest.edu).

Deadline for article submission: January 25^th, 2025.

https://womeninfrench.org/calls-for-papers/13355566

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

Nouvelle date butoir : 15 octobre 2024

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

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

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

Suggestions pour des axes de réflexion :

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

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

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

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

1.6 Exhibiting Migration: Centering Migrant Experiences, Voices and Perspectives within the Museum

Call for Chapter Proposals: Exhibiting Migration: Centering Migrant Experiences, Voices and Perspectives within the Museum

Edited by Sophie Fuggle, University of Liverpool, and Semanur Darbaz, Nottingham Trent University

Introduction

Migration is a global phenomenon that has shaped societies and cultures throughout history. Museums and art galleries play a crucial role in presenting and interpreting migration stories and histories. As museums confront their legacies of social exclusion and colonialism, initiatives are emerging to amplify voices, perspectives, histories, and identities traditionally marginalised and excluded from museum narratives. These efforts to address social exclusion and colonial legacies vary in format and approach, reflecting the ethos, resources, and management of individual museums.

This edited volume aims to bring together international scholars across disciplines to explore the multifaceted dimensions of museum practices related to migration. We invite scholars, museum professionals, creative practitioners and activists together to explore how museums can promote inclusion, agency and alternative narratives about migration.

Topics of Interest

We welcome chapter proposals on a wide range of topics, including but not limited to:

Co-Curation and Co-Production
(Mis)Representation of Voices, Perspectives, Histories, and Identities
Community Involvement and Collaboration
Empathy and Social Change
Material Culture and Identity
Forced Migration and Human Rights
Migrant Contributions and Legacy
Beyond Human Migration

Submission Guidelines

Researchers and practitioners are invited to submit an abstract (250-300 words) outlining the main points of their proposed chapter, along with a short biography, by email to semanur.darbaz2022@my.ntu.ac.uk no later than October 31, 2024. Notification of acceptance will be announced by November 15, 2024.

Key Dates

Abstract submission deadline: October 31, 2024
Selection results announced: November 15, 2024
Full chapters due: June 30, 2025

1.7 Reading the First Nations of Quebec: Indigenous Creativity and Critical Contexts

Call for Proposals for the Fall 2025 Issue of L’Esprit Créateur:
Reading the First Nations of Quebec: Indigenous Creativity and Critical Contexts

Martin Munro and Miléna Santoro, Guest Editors

Deadline for Proposals: January 3, 2025.

Completed Articles due by: March 31, 2025

While the study of Native American and Anglophone Canadian First Nations literature is well established, little scholarly attention has been paid to the works of Indigenous authors from Quebec writing in French, and their connections to global Francophone postcolonial writing. Inspired by a conference held at the Winthrop-King Institute in spring 2023, this volume seeks to further expand awareness, understanding, and appreciation of this important, albeit relatively new corpus of writing in French.

Inspired by the 1976 landmark publication of Innu activist An Antane Kapesh, Je suis une maudite sauvagesse/Eukuan ni matshi-manitu innushkeu, Indigenous writing during the 1980s and 1990s expanded beyond the preservation of old tales, and became increasingly creative in its use of genres such as the novel, poetry, and drama, and in its engagement with issues like “Identity; hybridity; colonization; coexistence with the Québécois; nature and the environment; spirituality; relationships between youth and Elders; life in the forest, on the reserve, and in the city; residential schools; social issues; friendship and mutual aid” (Sarah Henzi, “Francophone Aboriginal Literature in Quebec,” 2014, 656). Language, too, is a key theme, since authors such as Joséphine Bacon often choose to publish in bilingual formats. As this literature has developed, so has its audience, and an awareness of this neglected but important literary tradition is slowly growing. The website Kwahiatonhk, founded in 2015 (https://kwahiatonhk.com/) to promote indigenous literatures, now profiles almost two dozen Indigenous authors publishing in Quebec, although the list is not exhaustive. It testifies to a robust groundswell of creative work by First Nations novelists, poets, and playwrights, particularly over the last decade.

With creative contributions from Joséphine Bacon, Naomi Fontaine, Rita Mestokosho, and Jean Sioui, and drawing on Indigenous scholarship wherever possible, this special issue seeks to increase awareness of peoples and traditions about which relatively little has been written. The scholarly collaborators we have already secured present a broad set of analyses of fiction, poetry, music, and film by Indigenous artists and writers, read both from within their specific contexts and in connection with other traditions and influences. Given the centrality of the Innu community to our project as it now stands, we are seeking additional contributions addressing Indigenous theater or short stories in French, examining writers from other indigenous communities (Abenaki, Atikamekw, Cree, Mohawk, Wendat), or offering transnational or comparative perspectives. We would particularly welcome proposals on the work of writers that include, but are not limited to, Michel Jean, Maya Cousineau Mollen, Marie-Andrée Gill, Diane Obomsawin, Virginia Pesemapeo Bordeleau, Louis-Karl Picard-Sioui, and Yves Sioui Durand.

250-word proposals should be sent to: mmunro@fsu.edu, and milena.santoro@georgetown.edu by Friday, January 3, 2025.

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

Women in French UK–Ireland Conference 2025

Organizers: Dr Jasmine Cooper (Cambridge) & Dr Adina Stroia (Leeds)

Dates: 30th May 2025 –1st 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.

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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

1.9 Histoire et mémoire : migrants, exilés et réfugiésen Tunisie entre XIXe et XXe s. (Gabès, Tunisie)

Date de tombée (deadline) : 30 Avril 2025
À : Institut Supérieur des Langues de Gabès-Université de Gabès (Tunisie)

Appel à contributions

Colloque international : « Histoire et mémoire : migrants, exilés et réfugiés en Tunisie entre XIXe et XXe siècle »

Institut Supérieur des Langues de Gabès-Université de Gabès (Tunisie)

Les 23 et 24 octobre 2025 (à Gabès)

L’une des principales caractéristiques du XIXe-XXe siècle est le déplacement de personnes, qui pour des raisons politiques, économiques et sociales furent contraintes à abandonner leur lieu de résidence et à s’installer ailleurs. Si la recherche de meilleurs conditions de vie, voire de survie, échapper aux conflits armées ou aux persécutions politiques ou religieuses sont à l’origine des mouvements migratoires, ceux-ci sont également stimulés par les crises économiques et l’avènement des régimes autoritaires. Migrants, exilés et réfugiés fondent dans les pays d’accueil des associations, publient des journaux, organisent des commémorations et mettent en place des instruments de sociabilité, par le biais desquels sont véhiculés une identité nationale et/ou un positionnement politique. Par ailleurs, ces groupes subissent des processus d’acculturation, qui se reflètent tant dans les activités développées que dans le lien maintenu avec les pays d’origine.

Dans ce contexte, l’atelier se propose d’ouvrir un débat entre spécialistes de différentes disciplines et périodes autour de la question de la migration et de l’exil en Tunisie entre XIXe –XXe siècle et en même temps de débattre et de connaître les recherches menées dans ce cadre.

Modalités de contribution

Les propositions, en italien ou en français (max. 1000 mots), accompagnées d’un bref CV doivent parvenir à colloquegabes.2025@gmail.com avant le 1 avril 2025.

L’annonce des résultats de sélection aura lieu avant le 30 avril 2025.

La conférence aura lieu à l’Institut Supérieur des Langues de Gabès (Tunisie) du 23 au 24 octobre 2025.

Les frais de déplacement et d’hébergement sont à la charge des participants.

Domaines thématiques

Les communications doivent couvrir les domaines suivants :

Méthodologie et investigation de la thématique exil/migration ou refuge/migration : débat et études de cas.
Organisation des communautés italiennes d’émigrants, d’exilés et de réfugiés à l’étranger.
Les autorités locales et leurs relations avec les émigrés/exilés/réfugiés.
La diplomatie italienne et son interaction avec les colonies d’émigration, d’exilés et de réfugiés.
Formes de soutien au régime italien par les colonies d’émigration.
Formes de contestation du régime par les exilés, les émigrés et les réfugiés italiens.

Coordination de l’événement

– Mme. Jihene RAJHI, Université de Gabès/ Tunisie.

Comité scientifique

– Mme. Silvia FINZI, Université de la Manouba/ Tunisie.

– M. Carmelo RUSSO, Université Sapienza de Rome/ Italie.

– M. Davide LUGLIO, Sorbonne Université / France.

– M. Emmanuel BETTA, Université Sapienza de Rome/ Italie.

– M. Nicola MELIS, Université de Cagliari/Italie.

– M. Benjamin DEMASSIEUX, Université de Lille/ France.

– M. Omar KERKEB, Université Badji Mokhtar – Annaba/ Algérie.

– Mme. Jihene RAJHI, Université de Gabès /Tunisie.

– Mme. Hanen TALLOULI, Université de Gabès/ Tunisie.

Bibliographie citée

– BRONDINO M. (1998), La stampa italiana in Tunisia : storia e società (1838-1956), Jaca Book, Milano, pp. 19-20.

– CAMPISI A., PISANELLI F. (2015), Mémoires et contes de la Méditerranée : l’émigration sicilienne en Tunisie entre XIX e et XXe siècles, MC-Editions, Paris.

– FINZI S. (2016), Storie e testimonianze politiche degli Italiani di Tunisia, Finzi Editore, Tunisi.

– GIUDICE C. (2016), Diaspora italienne et identités urbaines à Tunis, xixe-xxie siècle, Diasporas [En ligne], 28 | 2016, mis en ligne le 28 juin 2017, consulté le 19 août 2024. URL : http://journals.openedition.org/diasporas/613, pp. 85-104.
– LIAUZU C. (1996), Histoire des migrations en Méditerranée occidentale, Editions Complexe, Bruxelles, p. 259.
– PENDOLA M. (2007), Gli italiani di Tunisia : storia di una comunità (XIX-XX secolo), Editoriale Umbra, Foligno.

– RAINERO R. (2002), Les italiens dans la Tunisie contemporaine, Publisud, Paris.

– VALENZI L. (2008), Italiani e antifascisti in Tunisia negli anni Trenta, Liguori, Napoli.

Responsable :
Jihene Rajhi
Url de référence :
file:///C:/Users/HP/Desktop/Coordination%20ISLG%202024-2025/Colloque%20Gab%C3%A8s%202024-2025/Appel%20%C3%A0%20contribution%20(FR)%20Colloque%20ISLG%20Gab%C3%A8s%202024-2025%20les%2023-24%20octobre%20%202025.pdf
Adresse :
Institut Supérieur des Langues de Gabès-Université de Gabès (Tunisie)

https://www.fabula.org/actualites/122817/histoire-et-memoire-migrants-exiles-et-refugiesen-tunisie-entre-xixe-et-xxe-siecle.html

1.10 Penser/panser le désastre. Subjectivités et liens communautaires dans les sociétés et les créations centraméricaines et caribéennes (Université de Tours)

Date de tombée (deadline) : 30 Novembre 2024
À : Université de Tours

Colloque international

20-21 mars 2025 | Université de Tours

Penser/panser le désastre

Subjectivités et liens communautaires dans les sociétés et les créations centraméricaines et caribéennes

Organisation

Andrea Cabezas Vargas (Université d’Angers)
Sophie Large (Université de Tours)
Melanie Pérez Ortiz (Universidad de Puerto Rico)

Présentation

Alors que géologues, stratigraphes, chimistes et climatologues débattent encore aujourd’hui de la pertinence scientifique du concept d’anthropocène, et tandis que l’action communautaire et la littérature imaginent et testent déjà des mondes possibles pour vivre en harmonie avec la planète et les êtres vivants avec qui nous la partageons, la menace d’un désastre imminent semble être plus présente que jamais parmi le grand public. La fin du monde serait-elle pour demain ?

En Amérique centrale et dans les Caraïbes, pourtant, le désastre ne date pas d’hier. Situées sur la ceinture de feu du Pacifique et sur la trajectoire privilégiée des cyclones formés au-dessus des eaux de l’Atlantique, ces régions sont depuis toujours des espaces traversés par de violentes manifestations naturelles (séismes, ouragans, inondations, éruptions volcaniques). La région de l’Amérique centrale et la Caraïbe n’est pas seulement la région la plus inégale du monde, mais aussi la deuxième la plus touchée par des catastrophes naturelles, et cette incidence pourrait encore augmenter en raison du changement climatique et de la dégradation de l’environnement naturel (OCHA, 2020). Mais, si la notion de désastre était à l’origine liée à l’idée de catastrophe naturelle, elle s’est élargie avec le temps pour désigner tout cataclysme, quelle qu’en soit la nature (Godin, 2009). En ce sens, la destruction causée par la Conquête, l’acculturation forcée et la colonisation érigent le désastre en événement fondateur de l’histoire et de l’identité de ces territoires. Plus récemment, la violence et le traumatisme des régimes totalitaristes et dictatoriaux, des conflits armés ou encore du (néo)colonialisme étatsunien dans la région ont fait des ruines un élément tristement familier du paysage caribéen et centraméricain (Gaytán-Cuesta, 2020). Dans ce contexte, les conséquences désastreuses d’une catastrophe naturelle, telle que les ouragans Mitch ou María (qui ont dévasté la région en 1998 et 2017 respectivement), peuvent être considérées comme le résultat d’un « désastre colonial de longue durée » (Bonilla & LeBrón 2021 : 28). De ce point de vue, en Amérique Centrale comme dans les Caraïbes, la fin du monde a déjà eu lieu (Vignola, 2022 : 51).

Cet « état de catastrophe permanente » (Anderson, 2011 : 6) se traduit évidemment par des « effondrements “objectifs” » (Hétier, 2021 : 21), comme la réduction de la biodiversité, l’extinction des espèces, l’intensification de la fréquence et de la puissance des ouragans ainsi que des inondations, la violence d’État, les massacres des peuples autochtones, la violence de genre, la xénophobie ou encore la précarité croissante des populations. Après la catastrophe, la situation de crise se trouve souvent aggravée par des politiques de reconstruction et de relance qui vont à l’encontre des besoins réels des populations et tendent avant tout à protéger et renforcer le système économique capitaliste. Mais ce « capitalisme du désastre » (Klein, 2008), qui affecte durablement les conditions matérielles et économiques, génère également « des effondrements proprement humains, qui sont d’ordre spirituel et psychique. » (Hétier, 2021 : 21) Les effets psychologiques du désastre sont d’autant plus délétères que les sujets sont marginalisés ou en situation de grande vulnérabilité, comme c’est le cas dans la région caribéenne et centraméricaine, où les phénomènes de migration économique se sont accentués au cours des dernières décennies et où certaines catégories de population (les femmes, les minorités de genre, les minorités ethniques, entre autres) sont particulièrement exposées à la violence sociale et systémique. L’impossibilité de se conformer à une vision idéale de la « bonne victime » peut d’autre part générer des sentiments d’injustice, d’impuissance, de culpabilité ou d’illégitimité, tandis que les inégalités conditionnent la reconstruction psychique dans la période suivant le désastre.

Cependant, un désastre n’annihile pas pour autant toute capacité d’agir chez les sujets. Une fois passée la phase aiguë de la catastrophe, le temps de la reconstruction s’accompagne d’une prolifération de récits à la première personne qui donnent à l’individu « la possibilité d’exister comme sujet de sa catastrophe » (Revet, 2007 : 317), de se reconstituer psychiquement et de défier l’imaginaire de la « bonne victime ». Le langage occupe donc une place essentielle dans les élans de résistance qui émergent après un cataclysme : de fait, « la seule chose qui survit au désastre, c’est la parole qui surgit après le mutisme et l’oubli » (Fabry, 2012 : 8). Plus encore, si ces « scènes de subjectivation » que constituent les catastrophes permettent « l’émergence de sujets, qui affirment et démontrent leur capacité à penser et à agir », elles rendent aussi possible « la création d’un espace commun » (Revet, 2007 : 317). L’urgence provoquée par le désastre offre aux sujets vulnérables une visibilité pour leurs revendications, que celles-ci soient liées aux effets de la catastrophe elle-même ou, plus généralement, à la reconnaissance et au respect de leurs droits fondamentaux (Parson, 2016 : 7-8). La mise en récit du désastre constitue donc à la fois une forme d’élaboration subjective et de recomposition du lien social et communautaire (Clavandier, 2004 : 71-72), tandis que le désastre lui-même agit comme le révélateur d’une insatisfaction politique et économique, voire comme l’élément déclencheur d’un mouvement de résistance collective (Quenet, 2000 : 18).

La richesse et l’ambivalence des significations liées à la catastrophe expliquent également son impact notoire sur le plan artistique. « Associé à la panique, au chaos, à la déstructuration, le désastre effraie autant qu’il fascine » (Revet, 2007 : 116) et nourrit les imaginaires de mythes, de fantasmes, de victimes et de héros. Investi de multiples fonctions, l’art peut jouer en particulier un rôle cathartique (Walter, 2008 : 287) et canaliser les affects après la catastrophe. Dans un monde où le capitalisme isole les individus, il peut également créer « une communauté de sens en l’absence de loi, de connaissance et de prévisibilité » (Aradau & van Munster, 2011 : 88). En Amérique latine en particulier, les représentations artistiques qui mettent en scène des catastrophes constituent souvent « une réponse subversive à un scepticisme face à la modernité […] en tant que principe organisateur de la réalité » (Gaytán-Cuesta, 2020 : 4). Les fictions apocalyptiques, notamment, se font ainsi l’écho d’un vaste questionnement sur les impasses de la modernité et ses illusions de maîtrise absolue de la nature et de la technique : en ce sens, comme le souligne Yuderkys Espinosa Miñoso, « le futur a déjà eu lieu », dans la mesure où le projet de la modernité « est déjà là et montre son visage le plus terrible et le plus obscur » (2015). Il ne s’agit donc plus tant d’anticiper un possible futur désastre que de questionner les désastres passés et présents, pour reconfigurer les subjectivités et les liens communautaires à l’intérieur de la région tout comme à l’étranger où la diaspora centraméricaine et caribéenne a cherché refuge.

Ce colloque propose donc de réfléchir à la façon dont les désastres politiques, économiques, sociaux, culturels et environnementaux (catastrophes naturelles, pandémies, guerres civiles, dictatures, vagues migratoires, etc.) affectent la construction des subjectivités individuelles et les liens communautaires. On pourra s’intéresser par exemple à l’évolution de la relation dialectique entre sujet et collectivité avant, pendant et après une catastrophe, en particulier au sein des communautés marginalisées (minorités raciales et/ou sexo-dissidentes). Quel est l’impact d’un désastre sur les subjectivités et les liens sociaux de populations déjà fragilisées par le colonialisme, le néo-libéralisme et les inégalités ? La catastrophe est-elle synonyme d’anéantissement ou, au contraire, l’opportunité d’un resserrement des liens communautaires, voire de l’émergence de dynamiques collectives de résistance ? Quel rôle jouent les communautés et les sujets minorisés dans la reconstruction ? Quelles sont les répercussions du désastre sur la configuration des identités individuelles, communautaires et nationales ? En quoi la création artistique peut-elle jouer un rôle déterminant dans ces processus de restructuration subjective et collective ?

Axes possibles

Mémoire, traumatisme, stratégies de récupération
Résistances, contre-discours, pratiques dissidentes, activisme communautaire
Affects, solidarité, cohésion sociale
Constructions médiatiques (journalisme, témoignage, chronique…)
Médiations artistiques (science-fiction, fiction (post-)apocalyptique, dystopie, cli-fi, autofiction, gothique caribéen, réalisme sale…)

Modalités de proposition

Les propositions (titre et résumé de 500 mots) devront être envoyées andrea.cabezasvargas@univ-angers.fr, maperezortiz@gmail.com et sophie.large@univ-tours.fr avant le 30 novembre 2024.

Bibliographie

Anderson, Mark D. (2011). Disaster Writing. The Cultural Politics of Catastrophe in Latin America. Charlottesville: University of Virginia Press.

Aradau, Claudia & van Munster, Rens (2011). Politics of Catastrophe. Genealogies of the Unknown. London: Routledge.

Bonilla, Yarimar & LeBrón, Marisol (2021). Las Réplicas del Desastre: Puerto Rico antes y después del huracán María. Chicago, Illinois: Haymarket Books.

Braham, Persephone (2015). From amazons to zombies. Monsters in Latin America. Lewisburg: Bucknell University.

Brusi, Rima & Godreau, Isar (2021). “Desmantelando la educación pública en Puerto Rico”. In Yarimar Bonilla & Marisol LeBrón (eds.), Las réplicas del desastre. Puerto Rico antes y después del desastre. Chicago, Illinois: Haymarket Books, p. 249-265.

Butler, Judith (2002 [1993]). Cuerpos que importan. Sobre los límites discursivos del “sexo”. Buenos Aires: Paidós.

Casanova Vizcaíno, Sandra (2021). El gótico transmigrado. Buenos Aires: Corregidor.

Clavandier, Gaëlle (2004). La mort collective : pour une sociologie des catastrophes. Paris: CNRS Éditions.

Espinosa Miñoso, Yuderkys (2015). “El futuro ya fue. Una crítica a la idea del progreso en las narrativas de liberación sexo-genéricas y queer identitarias en Abya Yala”. Desde el margen, https://desde-elmargen.net/el-futuro-ya-fue-una-critica-a-la-idea-del-progreso-en-las-narrativas-de-liberacion-sexo-genericas-y-queer-identitarias-en-abya-yala/ [consultado el 24 de mayo de 2024]

Fabry, Geneviève (2012). “El imaginario apocalíptico en la literatura hispanoamericana: esbozo de una tipología”. Cuadernos LIRICO, no. 7.

Falquet, Jules (2002). “El movimiento de las mujeres en la «democratización» de posguerra en El Salvador”. Revista del CESLA, no. 4, p. 194-209.

Gaytán-Cuesta, Andrea Adhara (2020). Entre risas y escalofríos: los imaginarios apocalípticos en la ciudad latinoamericana (siglos XX y XXI). Disertación doctoral. New Brunswick: The State University of New Jersey.

Godin, Christian (2009). “Ouverture à un concept : la catastrophe”. Le Portique, no. 22.

Gutiérrez Negrón, Sergio (2023). Mexico, Interrupted: Labor, Idleness, and the Economic Imaginary of Independence. Nashville: Vanderbilt University Press.

Hétier, Renaud (2021). L’humanité contre l’anthropocène : résister aux effondrements. Paris: PUF.

Klein, Naomi (2007). La doctrina del shock. El auge del capitalismo del desastre. Barcelona: Paidós.

Maguire, Emily (2024). Tropical Time Machines. Gainesville: University of Florida Press.

Molinari, Sarah (2021). “Validación de la pérdida y la lucha por la recuperación: FEMA y la política de administración de desastres coloniales”. In Yarimar Bonilla & Marisol LeBrón (eds.), Las réplicas del desastre. Puerto Rico antes y después del desastre. Chicago, Illinois: Haymarket Books, p. 307-320.

Parson, Nia (2016). “Contested Narratives. Challenging the State’s Neoliberal Authority in the Aftermath of the Chilean Earthquake”. In Gregory V. Button & Mark Schuller (eds.). Contextualizing Disaster. New York/Oxford: Berghahn Books, p. 89-111.

Pérez Ortiz, Melanie (2021). La revolución de las apetencias. El tráfico de muertos en la literatura puertorriqueña contemporánea. San Juan: Callejón.

Porbén, Pedro (2014). La revolución deseada. El hombre nuevo en Cuba. Madrid: Verbum.

Quenet, Grégory (2000). “La catastrophe, un objet historique ?”, Hypothèses, vol. 1, no. 3.

Revet, Sandrine (2007). Anthropologie d’une catastrophe : Les coulées de boue de 1999 au Venezuela. Paris: Presses Sorbonne Nouvelle.

Rivera, Ángel (2023). Ciencia Ficción en Puerto Rico. Heraldos de la catástrofe, el apocalipsis y el cambio. San Juan: Disonante, 2023.

Rosa, Luis Othoniel (2020). Comienzos para una estética anarquista. Borges con Macedonio. Buenos Aires: Corregidor.

Santori, Anayra (2018). Nada es igual. Bocetos del país que nos acontece. Cabo Rojo: Educación Emergente.

Stanchich, Maritza y Lloréns, Hilda (2019). “Water is Life, but the Colony is a Necropolis: Environmental Terrains of Struggle in Puerto Rico”. Cultural Dynamics, Vol. 31, no. 1-2, Feb.-May, p. 81-101.

Walter, François (2008). Catastrophes. Une histoire culturelle, XVIe-XXIe siècle. Paris: Seuil.

Zambrana, Rocío (2021). Deudas coloniales. Cabo Rojo: Educación Emergente.

Responsable :
Sophie Large
Url de référence :
https://icd.univ-tours.fr/version-francaise/appels-a-contribution
Adresse :
Université de Tours

https://www.fabula.org/actualites/122783/penser-panser-le-desastre-subjectivites-et-liens-communautaires-dans-les-societes.html

1.11 Littérature marocaine de l’extrême contemporain, écrite en arabe ou en langues étrangères : modalités d’appartenance à une pluralité d’espaces littéraires (CRMEF, Meknès, Maroc)

Date de tombée (deadline) : 08 Novembre 2024
À : CRMEF de Meknès

Colloque international
Littérature marocaine de l’extrême contemporain, écrite en arabe ou en langues étrangères :
modalités d’appartenance à une pluralité d’espaces littéraires

Équipe de recherche en Didactique des Langues, des Lettres et des Sciences humaines, CRMEF, Meknès (Maroc)

16 et 17 janvier 2025

Argumentaire
L’Équipe de Recherche en Didactique des Langues, des Lettres et des Sciences humaines, sise au CRMEF de Meknès, organise un colloque international sur la « Littérature marocaine de l’extrême contemporain, écrite en arabe ou en langues étrangères : Modalités d’appartenance à une pluralité d’espaces littéraires ». Entre essai, roman, nouvelle et poésie se concrétise l’abondance de la production littéraire et intellectuelle des hommes de lettres marocains résidants dans leur pays natal comme à l’étranger. Les voix, de ces auteurs, s’entrecoupent pour mettre en avant une littérature postmoderne fondée sur la pensée critique et sur la préservation de l’identité. Dans cette optique, il est souvent question d’une écriture fragmentaire et discontinue favorisant le brouillage des frontières imposées par l’écriture classique pour adhérer aux principes de la pensée universelle.
Ce colloque cherche à présenter des parcours croisés d’écrivains marocains composant en langues arabe, française, espagnole ou anglaise. Il sera question de débattre de la problématique de l’identité culturelle pour ces écrivains marocains qui ont choisi l’arabe ou une langue étrangère comme langue d’écriture. Les participants devront aborder des questions relatives, entre autres, à l’identité et à la reconnaissance de l’autre, à la différence, à l’altérité, au choc des cultures, aux littératures des écrivains judéo-marocains, aux aspects politico-idéologiques qui apparaissent en littérature ainsi qu’à la langue et à l’écriture comme supports de découverte et de dévoilement. En parallèle, trois conférences seront animées par trois grands écrivains marocains : El Mostafa Bouignane, Habib Mazini et Mohamed El Morabet. L’objectif étant de soulever un débat autour de cette littérature qui a suscité beaucoup d’intérêt dans plusieurs milieux académiques et culturels. Pour mettre en lumière cette littérature, une conférence inaugurale sera présentée par Monsieur Mehdi Fouad, professeur universitaire et critique littéraire, spécialiste de la littérature marocaine.
Tous les intervenants, à savoir écrivains, critiques littéraires, chercheurs, doctorants chercheurs œuvreront pour étudier les œuvres littéraires en langue arabe et en langues étrangères. En d’autres termes, il s’agira d’examiner la matérialisation d’un imaginaire qui puise ses composantes thématiques dans le contexte culturel marocain avec ses dimensions nationales, ethniques et humaines. Il est indispensable de mentionner que ce n’est qu’à travers l’écriture du paradoxe qu’apparait la complexité de la littérature marocaine contemporaine qui combine à la fois littérature, philosophie, art et histoire…
Le colloque international « La littérature marocaine de l’extrême contemporain, écrite en arabe ou en langues étrangères : modalités d’appartenance à une pluralité d’espaces
littéraires » organisé par L’Équipe de recherche en Didactique des Langues, des Lettres et des Sciences humaines, sise au CRMEF de Meknès (Maroc) vise à soulever les nouvelles
problématiques abordées par les auteurs marocains contemporains. Une attention particulière sera accordée aux travaux qui concernent la réception du texte marocain contemporain dans un contexte multiculturel.

Conférenciers invités
– BOUIGNANE El Mostafa, professeur de français et romancier, Maroc.
– MAZINI Habib, romancier et professeur universitaire, Maroc.
– EL MORABET Mohamed, écrivain, journaliste, politologue et traducteur, Madrid, Espagne.
– FOUAD Mehdi, critique littéraire et professeur de l’enseignement supérieur à l’Université Moulay Ismail, Meknès, Maroc.

Axes de recherche proposés à titre indicatif
– Réception du texte littéraire marocain contemporain.
– La littérature marocaine contemporaine entre legs des anciens et renouvellement.
– La littérature marocaine contemporaine VS la littérature classique.
– La littérature marocaine contemporaine et la mythologie.
– La littérature marocaine contemporaine et le cinéma.
– La littérature marocaine contemporaine et la philosophie.
– Enseignement du texte littéraire marocain : méthodes et approches.
– La littérature marocaine contemporaine à l’ère du numérique.

Modalités de participation
– Les propositions de communication sont à envoyer avant le 8 novembre 2024 aux deux adresses suivantes :
Responsables et coordinateurs
– Pr Hassan FATHI
@ : hassan.fathi@fsr.um5.ac.ma
Tel : +212 696 130 121
– Pr Saliha ARZAZ
@ : salihaarzaz@gmail.com
Tel : +212 628 289 997

Délais
– Avant le 8 novembre 2024 : Soumission des propositions. Le résumé de 300 mots doit être accompagné d’une notice biobibliographique en Times New Roman 12 pts et interligne 1,5.
– 15 novembre 2024 : Notification aux auteurs.
– 15 janvier 2025 : L’article ou texte de conférence devra parvenir aux responsables du colloque sous sa forme corrigée et définitive en utilisant la feuille de style (ici) et en suivant les
normes éditoriales (ici) de la Revue L’Archétype. Les auteurs sont invités à soumettre des propositions originales qui n’ont pas fait l’objet d’une présentation dans d’autres manifestations scientifiques. Le non-respect du délai imparti et des consignes éditoriales entraîne l’éviction pour cause de délai d’édition. La soumission des articles doit se faire en ligne via le lien suivant :
https://revues.imist.ma/index.php/archetype
– 16 et 17 janvier 2025 : tenue du colloque au Centre Régional des Métiers de l’Éducation et de la Formation (CRMEF), Meknès.

* Une attestation de présence sera remise aux doctorants inscrits qui assisteront au colloque international.
En cas de communication préparée par un doctorant, elle doit être faite sous l’accompagnement du Directeur de thèse.

Comité de coordination
– Pr Hassan FATHI, Université Mohammed V, Rabat.
– Pr Saliha ARZAZ, CRMEF de Meknès.

Comité scientifique
– Pr Abderrafie DKHISSI (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Adil BEN ABDELLATIF (Université Hassan II, Casablanca).
– Pr Ahmed BELGHZAL (Université Mohammed V, Rabat).
– Pr Ahmed EL INANI (Université Sidi Mohamed Ben Abdellah, Fès).
– Pr Aicha ESSAFI (Université Ibn Tofaïl, Kénitra).
– Pr Ayman MESTAHI (Université Abdelmalek Essaâdi, Tétouan).
– Pr Azeddine NAMLI (CRMEF de Rabat).
– Pr Aziz DIAI (CRMEF de Meknès).
– Pr Bouchra BENBELLA (Université Moulay Ismaïl, Meknès).
– Pr Bouselham EL OUARRAD (Université Mohammed V, Rabat).
– Pr Faïza GUENNOUN HASSANI (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Hafsa BENZINA (Université Mohammed V, Rabat).
– Pr Hakima LOUKILI (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Hassan FATHI (Université Mohammed V, Rabat).
– Pr Hicham FATMI (Université Moulay Ismaïl, Meknès).
– Pr Hind LAHMAMI (Université Moulay Ismail, Meknès).
– Pr Imad BELGHIT (Université Moulay Ismail, Meknès).
– Pr Imane LAHMIL (Université Hassan 1er, Settat).
– Pr Karima SALAH EDDINE (Université Mohammed V, Rabat).
– Pr Khalil Ibrahim OUKHADDA (Université Chouaib Doukkali, El Jadida).
– Pr Leila TAMSAMANI (Université Mohammed V, Rabat).
– Pr Maâtallah GLEYA KSIRA (Université de Manouba, Tunisie).
– Pr Malika KETTANI (Université Mohammed V, Rabat).
– Pr Mehdi FOUAD (Université Moulay Ismail, Meknès).
– Pr Mohamed LEHDAHDA (Université Moulay Ismaïl, Meknès).
– Pr Mohammed EL AZAMI EL HASSANI (CRMEF de Fès/Meknès).
– Pr Mohammed KANNOUCH (CRMEF de Fès/Meknès).
– Pr Mohssine FATHI (Université Cadi Ayyad, Marrakech).
– Pr Mouhcine SAIDI AMRAOUI (Université Hassan II, Casablanca).
– Pr Ouidiane ELAREF (Université Cadi Ayyad, Marrakech).
– Pr Rachid HAJIRA (CRMEF de Meknès).
– Pr Said OMARI (CRMEF de Meknès).
– Pr Saliha ARZAZ (CRMEF de Meknès).
– Pr Samira MOUKRIM (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Tariq OUKHADDA (Université Moulay Ismail, Meknès).

Comité d’organisation
o Professeurs
– Pr Bousselham EL OUARRAD (Université Mohammed V, Rabat).
– Pr Faïza GUENNOUN HASSANI (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Farid LAAMIRI (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Hakima LOUKILI (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Hassan FATHI (Université Mohammed V, Rabat).
– Pr Mohamed AZOUGARH (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Mohssine FATHI (Université Cadi Ayyad, Marrakech).
– Pr Mostafa LAGHZIOUI (Université Moulay Ismaïl, Meknès).
– Pr Mounsif EL HOUARI (Université Sidi Mohammed Ben Abdellah, Fès).
– Pr Saliha ARZAZ (CRMEF de Meknès).
– Pr Samira MOUKRIM (Université Sidi Mohammed Ben Abdellah, Fès).
o Doctorants
– Pr Fatima Zohra FATHI (Université Moulay Ismaïl, Meknès).
– Pr Hanae FILALI (Université Moulay Ismaïl, Meknès).
– Pr Houda WAHBI (Université Hassan II, Casablanca).
– Pr Kaouthar NOUALI (Université Moulay Ismaïl, Meknès).
– Pr Omar EL FATHI (Université Moulay Ismaïl, Meknès)

Responsable :
Hassan Ftahi
Adresse :
CRMEF de Meknès

https://www.fabula.org/actualites/122738/colloque-international-litterature-marocaine-de-l-extreme-contemporain.html

1.12 Les voix de Maryse Condé (revue Francofonia)

Date de tombée (deadline) : 20 Octobre 2024
À : Bologne

Les Voix de Maryse Condé

Francofonia

Numéro spécial, Printemps 2025

Dirigé par Xavier Luce et Giuseppe Sofo

C’est pour son « message d’humanisme moderne » qu’en 2021 l’œuvre de Maryse Condé a été primée par l’Institut de France. Le travail de Maryse Condé, tant littéraire qu’universitaire, mais aussi au sein de l’État français lorsque l’écrivaine a accepté de présider le Comité pour la mémoire et l’histoire de l’esclavage, « permet de mieux comprendre le débat historique sur la colonisation[1] », a souligné la Secrétaire perpétuelle de l’Académie française. A la suite de son décès, le 2 avril dernier, la nation française a rendu hommage à une « indépendantiste guadeloupéenne », assurément « l’indépendantiste la plus décorée[2] » de la République, et son « œuvre-monde[3] » est aujourd’hui un classique de la littérature francophone inscrite au programme des concours nationaux et enseignée dans les classes primaires et secondaires ainsi qu’à l’université.

La voix et le nom de Maryse Condé incarne, dans l’héritage des Lumières, l’espérance d’un monde plus harmonieux : « Un jour viendra où la terre sera ronde et où les hommes […] n’auront plus peur les uns des autres, de celui-ci à cause de sa religion ou de celui-là à cause de la couleur de sa peau, de cet autre à cause de son parler[4] ».

On voudrait dans ce numéro de Francofonia mettre en perspective le rayonnement de l’œuvre condéenne au travers de ses multiples facettes et de sa capacité à décrire les « ravages du colonialisme et du chaos postcolonial dans une langue qui est à la fois précise et époustouflante[5] », comme l’a célébré en 2018 la Nouvelle Académie suédoise de littérature.

Nous sollicitons par conséquent des propositions de contributions de nature diverse : des articles scientifiques consacrés à l’analyse littéraire, génétique et/ou linguistique des textes de Maryse Condé, à l’analyse du déplacement de ses textes vers d’autres langues par le biais de la traduction, à l’analyse comparative, à l’influence de l’œuvre de Condé sur l’œuvre d’autres auteurs et autrices, ainsi que des documents inédits concernant l’œuvre de Condé, des entretiens et des présentations de fonds d’archives.

—

Les propositions, comprenant un titre, un résumé de la proposition et une brève notice bio-bibliographique, seront envoyées aux directeurs du numéro Xavier Luce (xavier.luce@univ-antilles.fr) et Giuseppe Sofo (giuseppe.sofo@unive.it), en indiquant dans le sujet : « Francofonia Condé », avant le 20 octobre 2024. Les articles devront être remis au plus tard le 31 décembre 2024 et le numéro paraîtra au printemps 2025.

—

Bibliographie

Carvigan-Cassin Laura, « Introduction à l’œuvre-monde de Maryse Condé », dans Laura Carvigan-Cassin (éd.), Sans fards, mélanges en l’honneur de Maryse Condé, Pointe-à-Pitre (Guadeloupe), Presses universitaires des Antilles, coll. « Ecrivains de la Caraïbe 1 », 2018, pp. 17-26.

Condé Maryse, « La colonisation fut coupable de pas mal de crimes… », sur Bibliobs, 10 juin 2017 (en ligne : https://bibliobs.nouvelobs.com/idees/20170609.OBS0501/la-colonisation-fut-coupable-de-pas-mal-de-crimes-par-maryse-conde.html ; consulté le 30 novembre 2018).

Condé Maryse, La Vie sans fards, Paris, J.-C. Lattès, 2012.

Condé Maryse, « Le monde à l’envers, ou l’empire des signes revisité », dans Michaël Ferrier et Nobutaka Miura (éd.), La Tentation de la France, la tentation du Japon : regards croisés, Arles, P. Picquier, 2003, pp. 183-190.

Cottenet-Hage Madeleine et Lydie Moudileno (éd.), Maryse Condé, une nomade inconvenante : mélanges offerts à Maryse Condé, Matoury, Ibis rouge, 2002. Couv. ill. 24 cm.

Moudileno Lydie, « Posture insolente et visibilité littéraire de Maryse Condé », dans Claire Delahaye, Isabelle Mornat et Caroline Trotot (éd.), Femmes à l’œuvre dans la construction des savoirs : Paradoxes de la visibilité et de l’invisibilité, Champs sur Marne, LISAA éditeur, coll. « Savoirs en Texte », 2020, pp. 303-314.

« Disparition de Maryse Condé », sur elysee.fr, 2 avril 2024 (en ligne : https://www.elysee.fr/emmanuel-macron/2024/04/02/disparition-de-maryse-conde ; consulté le 10 juillet 2024).

« Prix mondial Cino Del Duca 2021 de la Fondation Simone et Cino Del Duca, remis à Maryse Condé pour l’ensemble de son oeuvre littéraire », Institut de France, 2021.

« The Laureate : Maryse Condé wins the the New Academy Prize in Literature », sur Den Nya Akademien, 12 octobre 2018 (en ligne : https://www.dennyaakademien.com/kopia-pa-the-finalists ; consulté le 18 octobre 2018).

« Maryse Condé, une auteure insaisissable : un podcast à écouter en ligne », sur France Culture, rubrique « Arts et Divertissement », 15 février 2018 (en ligne : https://www.radiofrance.fr/franceculture/podcasts/serie-maryse-conde ; consulté le 10 juillet 2024).

—

[1]« Prix mondial Cino Del Duca 2021 de la Fondation Simone et Cino Del Duca, remis à Maryse Condé pour l’ensemble de son oeuvre littéraire », Institut de France, 2021
[2]« Disparition de Maryse Condé », sur elysee.fr, 2 avril 2024 (en ligne : https://www.elysee.fr/emmanuel-macron/2024/04/02/disparition-de-maryse-conde ; consulté le 10 juillet 2024)
[3]L. Carvigan-Cassin, « Introduction à l’œuvre-monde de Maryse Condé », dans L. Carvigan-Cassin (éd.), Sans fards, mélanges en l’honneur de Maryse Condé, Pointe-à-Pitre (Guadeloupe), Presses universitaires des Antilles, 2018, p. 17-26
[4]M. Condé, « La colonisation fut coupable de pas mal de crimes… », sur Bibliobs, 10 juin 2017 (en ligne : https://bibliobs.nouvelobs.com/idees/20170609.OBS0501/la-colonisation-fut-coupable-de-pas-mal-de-crimes-par-maryse-conde.html ; consulté le 30 novembre 2018)
[5] « Maryse Condé is a grand storyteller. Her authorship belongs to world literature. In her work, she describes the ravages of colonialism and the postcolonial chaos in a language which is both precise and overwhelming. The magic, the dream and the terror is, as also love, constantly present. Fiction and reality overlap each other and people live as much in an imagined world with long and complicated traditions, as the ongoing present. Respectfully and with humour, she narrates the postcolonial insanity, disruption and abuse, but also human solidarity and warmth The dead live in her stories closely to the living in a multitudinous world where gender, race and class are constantly turned over in new constellations. », « The Laureate : Maryse Condé wins the the New Academy Prize in Literature », sur Den Nya Akademien, 12 octobre 2018 (en ligne : https://www.dennyaakademien.com/kopia-pa-the-finalists ; consulté le 18 octobre 2018).

Responsable :
Giuseppe Sofo
Url de référence :
http://www.lilec.it/francofonia
Adresse :
Bologne

https://www.fabula.org/actualites/122639/les-voix-de-maryse-conde-francofonia-numero-special-2025.html

1.13 Zombis, dorlis, soukounyan : figures mythiques, créatures fantastiques, bestiaire merveilleux de la Caraïbe

Date de tombée (deadline) : 31 Janvier 2025
À : Aix

Appel à contributions pour un projet d’ouvrage collectif

Dans la perspective d’une publication sous la forme d’un ouvrage collectif des articles issus des travaux présentés lors du colloque « Zombis, dorlis, soukounyan : figures mythiques, créatures fantastiques, bestiaire merveilleux de la Caraïbe » (25-26 avril 2024, Aix-en-Provence), organisé par l’association CARACOL (observatoire des littératures caribéennes), nous rouvrons l’appel à contributions afin d’étoffer et d’enrichir cette publication par de nouvelles propositions explorant notamment certaines pistes envisagées dans l’appel initial sans avoir été explorées.

Modalités de soumission

Les résumés d’articles, entre un demi-page et une page, devront être soumis à l’adresse suivante caracol.olc@gmail.com avant le 31 janvier.

Date de rendu des articles : 30 mai 2025 – 30 000 / 40 000 signes max).

—

Zombie, soukounyan, bizango, dorlis, sirène, loup-garou, loa, orisha, trickster, gardien de la forêt, ciguapa : cet ouvrage entend se concentrer sur un rapport particulier au sacré/surnaturel, qui a fait l’objet d’un certain nombre de travaux anthropologiques ou culturalistes, mais qui est rarement traité d’un point de vue littéraire, en dehors de la catégorie du réalisme magique, à la fois opérante et trop lissante. Les littératures caribéennes sont en effet fréquemment habitées par tout un cortège d’entités – divines (dieux des panthéons religieux afrocaribéens), humaines (soukounyans, zombies, ciguapas, bizangos), animales et monstrueuses (Anansi ; Sirènes), métamorphiques (loup-garous) – que nous souhaiterions examiner ensemble, non pas pour en tirer une classification anthropologique, mais pour étudier la manière dont ces figures récurrentes (dé)structurent les textes d’un point de vue générique et nourrissent un imaginaire commun.

Le titre, qui convoque trois termes connexes mais qui seront à distinguer (mythique, fantastique, merveilleux), permet de nouer et d’interroger de façon systématique le lien entre la figure convoquée et une coloration générique. Si le conte antillais est, sans conteste, le genre spécifique qui vient d’abord à l’esprit pour l’étude de ces figures, il s’agira aussi d’explorer leur présence au-delà des formes brèves narratives en partie issues des traditions orales.

Plusieurs axes de travail seront envisagés :

– perspective transculturelle : comment certaines figures issues de transferts culturels (des panthéons africains pour les loas/orishas, des mythes et légendes antiques et médiévaux européens, des cultes hindouistes etc.) sont-elles reconfigurées dans les textes caribéens ? Inversement, on pourra envisager l’émergence ou la résurgence de certaines figures “autochtones” issues des cultures amazoniennes et arawaks.

– perspective générique : comment caractériser, d’un point de vue générique, les textes dans lesquels apparaît ce type de personnages ? Y a-t-il des constantes ou au contraire d’importantes variations dans le traitement narratif de ces figures et leur inclusion dans une narration plus ou moins réaliste ? Qu’en est-il des corpus poétiques et théâtraux, construisent-ils autrement ces figures ? Dans le cas de la littérature jeunesse, ces figures ont-elles seulement pour rôle de transmettre un patrimoine culturel ou un imaginaire commun ? Dans le cas des perspectives plus contemporaines, de l’afrofuturisme ou des approches féministes par exemple, comment ces figures servent-elles à reconfigurer un rapport au genre (dans les deux sens du terme) et à la mémoire historique ?

– perspective intermédiale : comment apparaît une même figure – par exemple, celle du zombie – dans les textes littéraires et dans d’autres supports (graphiques, cinématographiques) ?

– perspective comparatiste et transaréale : il s’agira de confronter les usages et représentations de figures récurrentes (la vieille femme sorcière, le revenant, le gardien de la forêt, le trickster) dans des espaces culturels et linguistiques éloignés (par exemple dans les corps scandinaves, slaves ou orientaux).

Les articles pourront porter sur un seul type de figure dans un corpus textuel ou intermédial varié, aussi bien que sur le travail d’un.e auteur.ice qui met en scène divers types de figures dans ses oeuvres. Les perspectives comparatistes sont bienvenues, ainsi que le suggèrent les axes de travail, et le dialogue avec d’autres disciplines, en particulier l’anthropologie religieuse, est tout à fait possible, tant que l’accent est mis sur l’étude littéraire, esthétique et symbolique des oeuvres.

Orientations privilégiées :

Afin d’éviter les effets de redondance, les auteurs sont invités à consulter le programme du colloque (disponible ici : https://caracol.hypotheses.org/865), qui donne un aperçu des thèmes, figures et auteurs ayant déjà été abordés.

Par ailleurs, on appréciera particulièrement les contributions :

– Portant, tout ou partie, sur un corpus hispanophone

– Portant sur un corpus intermédial

– Traitant des figures suivantes : la Sirène / Baleine et autres divinités et figures aquatiques ; l’araignée Anansi ; la ciguapa ; bizango ; morphoisé

Bibliographie :

Argyriadis, Kali, La Religion à La Havane : actualité des représentations et des pratiques cultuelles havanaises, Amsterdam, Paris, Éditions des Archives contemporaines, 1999.

Argyriadis, Kali, Capone, Stefania et al. (dir.), Religions transnationales des Suds. Afrique, Europe, Amériques, Louvain-la-Neuve, Academia, L’Harmattan, 2012.

Bastide, Roger, Les Amériques noires [1967], Paris, Payot & Rivages, 1973.

Blérald, Monique, « Anansi l’araignée en terre guyanaise: Adaptation et évolution d’un personnage mythique», Nouvelles Études Francophones, Vol. 23, No. 2 (Automne 2008), p. 98-110.

Bernd, Zila (dir.), Dicionários de figuras e mitos literários das Américas, Porto Alegre, Tomo editorial e Editadora da UFRGS, 2007.

Cabrera, Lydia, La Forêt et les dieux [El Monte, 1954], trad. Béatrice de Chavagnac, Paris, Jean-Michel Place, 2003.

Coadou, Martine, Serpent, manicou et… dorlis : bestiaire symbolique martiniquais, Matoury (Guadeloupe), Ibis rouge, 2000.

Curtius, Anny Dominique, Symbioses d’une mémoire: manifestations religieuses et littérature de la Caraïbe, Paris, l’Harmattan, 2006.

Des Rosiers, Joël, Métaspora. Essai sur les patries intimes, Les Éditions Triptyques, Montréal, 2013.

Fenton, Louise, Representations of Voodoo: the history and influence of Haitian Vodou within the cultural productions of Britain and America since 1850, Ph.D., University of Warwick, Center for Caribbean Studies, 2009.

Harris, Wilson, “History, Fable and Myth in the Caribbean and Guianas”, Selected Essays of Wilson Harris. The Unfinished Genesis of the Imagination, éd. A.J.M. Bundy, London, New-York, Routledge, coll. Readings in Postcolonial Literatures, 1999, p. 152-166.

Heller, Richard Vincent, “La thématique du vaudou dans le roman haïtien”, The University of British Columbia, Mémoire, 1988.

Laplantine, François et Nouss, Alexis, Métissages : de Arcimboldo à Zombi, Paris, Pauvert, 2001.

Laroche, Maximilien, “Mythe africain et mythe antillais: le personnage du zombi.”, Canadian Journal of African Studies / Revue Canadienne des Études Africaines, 9 (3), 1975, p. 479-491.

Laroche, Maximilien, Mythologie haïtienne, Laval, GRELCA, 2002.

Lartiges, André, Vernangeal, Marie et Berry, Gérard, “Le lamantin et Manman Dlo – dans la culture créole et dans l’histoire de la Guadeloupe”, 2004 (mini-mémoire en ligne, http://www.montraykreyol.org/sites/default/files/le_lamantin_dans_la_culture_crole.pdf)

Lohier, Michel, Légendes et contes folkloriques de Guyane, Éditions caribéennes, 1980.

Maximin, Colette, La Parole aux masques. Littérature, oralité et culture populaire dans la Caraïbe anglophone au xxe siècle, Paris, Éditions Caribéennes, 1991.

Pageaux, Daniel-Henri, Images et mythes d’Haïti, Paris, Éditions L’Harmattan, 1984.

Py, Fatima, Le Surnaturel dans le roman féminin guadeloupéen contemporain, Thèse de doctorat en littérature comparée, Université des Antilles, 2017 (en ligne : https://www.theses.fr/2017ANTI0139.pdf).

Sánchez, Jean-Pierre, Mythes et légendes de la conquête de l’Amérique, Rennes, Presses Universitaires de Rennes, 1996.

Scheel, Charles W. (dir.), Archipélies, « Réel, merveilleux, magie et baroque dans la Caraïbe », 5-2018, Schoelcher, Presses de l’Université des Antilles.

Van Duin, Lieke, « Anansi as Classical Hero », Journal of Caribbean Literatures, Vol. 5, No. 1 (été 2007), p. 33-42.

Responsable :
Cécile Chapon / Marine Cellier
Url de référence :
https://caracol.hypotheses.org/
Adresse :
Aix

https://www.fabula.org/actualites/122325/ouvrage-collectif-zombis-dorlis-soukounyan-figures-mythiques-creatures.html

1.14 Caractériser le domaine des études “post-coloniales”. Journée d’études ORCO2C (Lyon & en ligne)

Date de tombée (deadline) : 15 Décembre 2024
À : Lyon (Hybride)

Journée d’études ORCO2C

Caractériser le domaine des études « post-coloniales ».

9-10 avril 2025

Lyon (Hybride)

Nous proposons une journée d’études sur la caractérisation globale du domaine des études post-coloniales et dé-coloniales.

Cette journée s’inscrit dans le cadre d’un projet pluridisciplinaire qui vise à constituer un portail numérique de ressources pour assembler les données (documents, publications, œuvres) constituant ce domaine. Or, la première difficulté rencontrée concerne la caractérisation du domaine de connaissances de ces études, son étendue, ses limites et la définition des concepts structurants qui le constituent.

Par rapport aux autres champs d’étude, le domaine des études post-coloniales se caractérise par une plus grande diversité et fluidité, ainsi que par une résistance aux modèles interprétatifs nationaux plus classiques. Cela, parce qu’il se situe à la croisée de l’histoire, de la littérature comparée et des études théoriques sur la création littéraire, de la sociologie également. Du coup, il constitue un espace particulièrement apte à observer les circulations de concepts et donc de connaissances, mais en même temps rend plus complexe la caractérisation du socle commun de ces travaux. En ce sens aussi, le champ des études post-coloniales est novateur dans l’ensemble des SHS par une expérience en interne de la pluridisciplinarité.

Dans ce cadre, nous aimerions plus particulièrement réfléchir ici aux différents points de vue qui font exister ce domaine d’études : nous serons particulièrement attentifs aux différences d’ancrage disciplinaire, de contexte géographique, historique, linguistique et culturel. En effet, à la différence de la plupart des autres domaines d’étude, celui-ci n’est pas accompagné d’un corps de connaissances établi et répertorié de façon consensuelle. C’est d’ailleurs un des enjeux de ce travail que d’intégrer ce fait dans une caractérisation des connaissances.

Notre point de vue serait ainsi inverse de celui que l’on rencontre usuellement dans les organisations de connaissance, où l’on cherche à représenter d’abord l’unité et la stabilité du champ. Ici, le domaine apparait comme peu hiérarchisé mais marqué par des liens de complémentarité et une plasticité qui n’apparait guère ailleurs. Nous discuterons de la pertinence de la notion de rhizome pour caractériser ce domaine.

Cette situation, et la mondialité (Glissant) qui y est associée, constitue un point de départ pour penser à nouveaux frais les notions de concepts, héritage, emprunt, mais également pour comprendre les tensions et les articulations d’un champ scientifique. Du coup, il est important de prendre en compte le fait que les acteurs du domaine expriment la façon dont ils caractérisent leur propre champ en fonction de leur point de vue propre.

On pourra ainsi structurer le travail autour de trois ensembles de questions :

– Emprunts, héritages, adaptations, traductions

– Espaces, objets, positionnements,

– Concepts fédérateurs, influences, résistances et rupture.

Par conséquent, nous proposerons plusieurs thématiques prioritaires :

– Rôles et limites des dictionnaires du domaine.

– Pertinences et limites du matériau littéraire.

– Place de la création artistique dans le processus de recherche.

Nous encourageons des communications à visée réflexive qui privilégient la multiplicité des points de vue (ancrages théoriques, méthodologies, matériaux de recherche, zones géographiques) de façon à présenter comment cette diversité peut être envisagée comme cadre de travail. Cette interrogation des acteurs sur leur propres pratiques et leur environnement inclut à la fois les objets étudiés, les références convoquées, et analyse les conséquences épistémologiques d’une telle démarche.

Nous serons également attentifs aux communications caractérisant la façon dont les controverses émergent, sur quoi elles portent, où et comment elles se déroulent et de quelle façon elles sont argumentées.

Les questions de traduction, de circulation, d’usage et de réinterprétation d’œuvres et de concepts ont à la fois un rôle explicatif de certains phénomènes mais également d’absences et de ruptures. Nous serons particulièrement attentifs aux études traitant de ces circulations d’idées, d’œuvres et de concepts, associées évidemment à des contextes historiques et générationnels précis.

Enfin, les questions de variations linguistiques et de leurs conséquences sur l’herméneutique des concepts permettent à la fois de mettre au jour la structuration du champ et expliquent des divergences non seulement entre les chercheurs.ses mais également entre les communautés, considérées déjà linguistiquement.

Ces questions serviront à guider les démarches de SHS et de Sciences de l’Information pour la caractérisation et la structuration des connaissances, qui elle-même permettra l’élaboration d’une représentation des connaissances et des objets du domaine de façon à construire un portail d’accès unifié et structuré aux ressources du domaine.

Au-delà de notre intérêt pour l’organisation des connaissances et aux échanges de connaissances facilités par les portails électroniques, nous sommes également intéressés par la façon dont les outils numériques interviennent dans les processus de recherche mais également de création.

L’ensemble de ces travaux est destiné à publication dans une revue électronique répondant à l’ensemble des critères de scientificité (évaluation en double aveugle).

—

Bibliographie indicative

Cahen, Michel; Braga, Ruy (ed..). 2018. Para além do (pós)-colonial, São Paulo: Alameda.

Hiddleston, Jane. 2021. Pós-colonialismo, Petrópolis, Vozes, 2021.

Quijano,Aníbal. 1992. Colonialidad y Modernidad/Racionlidad. Perú Indigena, 13 (29): 11-20.

Maldonado-Torres, N. 2005. Thinking Through the Decolonial Turn: Post-Continental Interventions in Theory, Philosophy, and Critique – An Introduction.Transmodernity: Journal of Peripheral Cultural Productions of the Luso-Hispanic World, (1)2: 1-15

Tlostanova, M. and Mignolo, W. 2012. Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas. Ohio: Ohio State University Press.

Grosfoguel, R. 2007. The Epistemic Decolonial Turn: Beyond Political-Economy Paradigms. Cultural Studies. 21 (2-3): 211 – 223.

Dey,S. (Ed.).2018. Different Spaces, Different Voices: A Rendezvous with Decoloniality. Mumbai: Becomeshakespeare.com

Huggan, Grahan. 2001. The Postcolonial exotic: marketing the margins. London: Routledge.

—

Comité scientifique

Natalia GUERELLUS, MARGE, Université Jean Moulin Lyon3

Pauline FRANCHINI, IHRIM, Université Jean Moulin Lyon3

Maria-Benedita BASTO, CRIMIC, Sorbonne, Paris

Florence LABAUNE-DEMEULE, IETT, Université Jean Moulin Lyon3

Hugo AZERAD, Cambridge University

Charles FORSDICK, Cambridge University

Mabrouka EL-HACHANI, ELICO, Université Jean Moulin Lyon3

Corinne MENCE-CASTER, CLEA, Sorbonne, Paris

Jean-Pierre FEWOU-NGOULOURE, LERASS, Université Toulouse 3

Amel FRAISSE, GERICCO, Université de Lille

Angèle STALDER, ELICO, Université Jean Moulin Lyon3

Caroline WINTERGERST, MAGELLAN, Université Jean Moulin Lyon3

Omar LAROUK, ELICO, ENSSIB

François VIGNALE, 3.LAM, Université Le Mans

Erika FÜLÖP, PLH, Université Toulouse 2.

Guilaine TALENS, MAGELLAN, Université Jean Moulin Lyon3

—

Longueur des contributions : 4500 caractères max., bibliographie comprise

Publication : 30 septembre

Recueil des contributions : date limite 15 décembre

Réponse : 30 janvier.

Responsable :
Christian Cote
Url de référence :
https://marge.univ-lyon3.fr/
Adresse :
Lyon (Hybride)

https://www.fabula.org/actualites/122885/journee-d-etudes-orco2c-caracteriser-le-domaine-des-etudes-post-coloniales.html

2. Job and Scholarship Opportunities

2.1 Associate Lecturer in French, Australian National University

Classification: Academic Level A
Salary package: $82,936 – $104,099 per annum plus 17% superannuation
Term: Full time, continuing
Location: Canberra / ACT

The opportunity to work within a supportive team and work with world-class researchers, educators and the brightest students.
Work in a beautiful, lively campus environment on the city’s doorstep.
Generous remuneration and conditions, including 17% superannuation and a range of other benefits.

Position overview

The ANU School of Literature, Languages and Linguistics seeks to appoint an education-focused Associate Lecturer in French to broaden and further strengthen the teaching profile of its French Program.

The ANU French program, housed in the School of Literature, Languages and Linguistics, is part of the dynamic area of Modern European Languages. Expertise in Modern European Languages covers six languages and cultures, and a wide range of areas, including Linguistics, Literature, Cinema, Philosophy and History.

The appointee will bring expertise and educational innovation to an award-winning program, as well as an active research agenda in either language pedagogy or French Studies more broadly with a demonstrated interest in teaching-related scholarly activities. Candidates will have a record of excellence in teaching French at a tertiary level utilising their expertise in language teaching pedagogy. The successful candidate will have a demonstrated capacity to teach core language and culture courses at all levels and experience in developing French language curriculum and materials, including online materials. The candidate will also possess a demonstrated capacity to contribute to the program through collegial collaboration across research and service.

College overview

The ANU College of Arts and Social Sciences (CASS) is one of seven Colleges at ANU. The College, which is structured into two main research schools, offers degrees in more than 20 discipline areas and excels in research across the creative arts, humanities and social sciences. The College has a substantial international research presence and is a major source of national policy advice. Our academic staff are internationally recognised for their research, and 57 are members of the Australian Academy of the Humanities, the Academy of the Social Sciences of Australia, or both. We also host 13 Australian Research Council Future Fellows and three ARC Laureates. A hub of vibrant activity, we host more than 270 lectures, concerts and exhibitions each year, most of which are open to the public. Our students, staff and graduates come from more than 60 nations, bringing a diversity of perspective to campus life.

For further information, please contact: Associate Professor Julianne Lamond, E: julieanne.lamond@anu.edu.au

The University actively encourages applications from Aboriginal and Torres Strait Islander people. For more information on employment opportunities, contact our Indigenous Employment Consultant on indigenous.employment@anu.edu.au

ANU values diversity and inclusion and is committed to providing equal employment opportunities to those of all backgrounds and identities. For more information about staff equity at ANU, visit https://services.anu.edu.au/human-resources/respect-inclusion

Application information

In order to apply for this role please upload the following documents:

A statement of no more than three pages addressing the selection criteria
A one-page Teaching Statement outlining teaching philosophy
A current curriculum vitae (CV) which includes the names and contact details of three referees (preferably including a current or previous supervisor). If your CV does not include referees, you can complete these online when prompted in the application form.

Applications which do not address the selection criteria may not be considered for the position.

Please note: The successful candidate will be required to undergo a background check during the recruitment process. An offer of employment is conditional on satisfactory results.

https://jobs.anu.edu.au/jobs/associate-lecturer-in-french-canberra-act-act-australia

2.2 Assistant Professor of French, Oberlin College

The French Department at Oberlin College invites applications for a full-time tenure track faculty position in the College of Arts and Sciences in Francophone literature and culture. Initial appointment to this position will be for a term of 4 years beginning fall semester of the 2025-2026 academic year and will carry the rank of Assistant Professor.

Oberlin’s Department of French offers instruction and immersion in the French language with a distinctive curriculum focused on literary texts, film, cultural and historical documents, and other media. The French major is interdisciplinary, allowing students to draw from their interests in a range of fields such as art history, comparative literature, cinema studies, economics, history, Middle Eastern and North African studies, music, politics, and other subject areas. Oberlin’s French students enjoy the opportunity to live in La Maison Francophone (Bailey House), a language-themed residence hall, where they can immerse themselves in and build community around the French language.

The incumbent will teach the standard teaching load (4.5 courses per year) in the general area of French language (2 courses per year), as well as literatures and cultures from French-speaking countries except France (ie. countries in Francophone Sub-Saharan Africa, North Africa, the Caribbean, Haiti, Québec, etc.). Candidates are invited to propose Francophone courses that offer wide undergraduate appeal and intersect with one of the following new integrative concentrations/majors at Oberlin: business, global health, public humanities, journalism, peace and conflict studies, public humanities.

The incumbent will also be expected to engage in sustained scholarly research and/or other creative work appropriate to the position and participate in the full range of faculty responsibilities, including academic advising, service on committees, and participation in activities at our Maison Francophone. Every few years, the incumbent might be expected to teach a semester in Oberlin’s nascent Paris Program (Fall Semester) should it become an annual or bi-annual offering, or a summer block course (a 3.5-4 week intensive course during June), or support the department’s annual Winter Term program in Bordeaux.

Among the qualifications required for appointment is the PhD degree (in hand or expected by first semester of academic year 2025-2026. Candidates must demonstrate interest and potential excellence in undergraduate teaching. Successful teaching experience at the college level is desirable. Oberlin College is committed to diversity, equity and inclusion. The incumbent will bring understanding of or experience working with underrepresented and diverse academic populations. Oberlin is especially interested in candidates who can contribute to the excellence and diversity of the academic community through their research, teaching, and service. Oberlin recruits, employs, trains, compensates, and promotes regardless of race, religion, color, national origin, gender, gender identity, sexual orientation, disability, age, veteran’s status, and/or other protected status as required by applicable law.

Review of applications will begin on: October 7, 2024, and will continue until October 7, 2024, OR until the position is filled. May only be one or the other.
Questions about the position may be addressed to: to:Grace An, Chair of the Department of French & Italian, at gan@oberlin.edu.

https://joblist.mla.org/job-details/9066/assistant-professor-of-french/?porder=French&ix=10#top-pagination

2.3 Visiting Assistant Professor of French, Union College

Type: Full-Time
Posted: 09/11/2024
Category: Foreign Languages and Literatures

Union College invites applications for the position of Visiting Assistant Professor in French and Francophone Studies in the Department of Modern Languages & Literatures for two academic terms, beginning January and ending mid-June 2025. Review of applications will begin on September 15th and continue until the position is filled. Applications received by September 30th will receive priority consideration.

Position Description

The successful candidate will be expected to teach two language courses per term, along with supporting our co-curricular programming. We seek a colleague with demonstrated excellence at basic and intermediate levels of language instruction (native or near-native fluency in French is required). We seek a candidate with a student-centered, communicative approach to language pedagogy. Evidence of co-curricular engagement, including planning cultural events, a plus. Ph.D. and ABD candidates are encouraged to apply.

Application Instructions

Please submit all application materials as a single pdf file, via the portal at http://jobs.union.edu, including the materials listed below.

A cover letter which highlights language teaching experience and excellence, and which also includes ways in which your candidacy represents a commitment to the ideals of joining a community of diverse faculty, students, and staff
Curriculum vitae
A statement of teaching experience and pedagogical practices, particularly as related to beginning and intermediate language instruction

Please send questions and other inquiries to Cheikh Ndiaye, Professor of French and Francophone Studies, at ndiayec@union.edu. As part of the initial screening process, applicants may receive an additional request for the contact information for three professional references who can speak to their abilities in language teaching.

Compensation

The annual salary range for this position is $46,000-$48,000. Except for roles with a set rate of pay, the wage/salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training. The stated hiring rate/range represents the College’s good faith and reasonable estimate of the rate/range of possible compensation at the time of posting.

We offer exceptional benefits including:

Generous Vacation, Sick, and Personal Time
Winter Recess Break in Addition to Paid Holidays
Healthcare, Dental, and Vision Insurance (Flexible Spending and Dependent Care Accounts)
Free On-Campus Fitness Facility Access and Discounts for On-Campus Wellness Programs
Employee Scholarships toward Certifications, Seminars, Training and Professional Development
Pre and Post Tax participation in a 403(b) Retirement Plan
Salary Continuation Program in the event of Disability
Tuition Assistance Program for Employee, Spouse and/or Dependents

Background Checks: In accordance with our background check policy, finalists for hire will undergo a background check that includes education, employment, and criminal convictions.

E-Verify Participation: Union College participates in E-Verify and will provide the federal government with your Form I-9 information to confirm that you are authorized to work in the United States. Learn more about E-Verify and your Right to Work (Derecho a Trabajar).

Diversity at Union College

Union College is an equal opportunity employer and strongly committed to student and workforce diversity. Increasing diversity on campus is a critical priority for Union, one that is integral to our mission of preparing students for a globally interconnected world. Union provides a blend of intellectual, social and cultural opportunities to facilitate the integrated academic, social and personal development of a diverse community. We value and are committed to a host of diverse populations and cultures including, but not limited to, those based on race, religion, disability, ethnicity, sexual orientation, gender, gender identity, national origin and veteran status. Union College is committed to providing access and will provide reasonable accommodation in its application process to individuals with disabilities that request such accommodations.

https://www.higheredjobs.com/faculty/details.cfm?JobCode=178914718

2.4 Assistant Professor or Associate Professor of Francophone African Literature, Northwestern University

Assistant Professor or Associate Professor of Francophone African Literature

Northwestern University’s Department of French and Italian seeks a full-time tenure-line Assistant Professor or tenured Associate Professor of sub-Saharan Francophone African literatures and cultures. (Any appointment with tenure will be contingent upon a positive tenure review). The country/region and period of specialization are open, but we seek candidates with a background in literary studies enhanced by interdisciplinary strengths in, for example, cinema and media studies; critical approaches to race; cultural studies; environmental humanities; gender and sexuality studies; performance studies; or world literature.

We seek a teacher-scholar with a Ph.D. degree in French and Francophone studies (or a closely related field) by the start of the appointment (September 1, 2025). Candidates must have an active research profile as well as experience with or knowledge of planning and executing courses of their own design in French and in English. The teaching load is four courses per year at the graduate and undergraduate level.

The department fosters an atmosphere of collegiality, equity, and inclusivity and has a strong mentoring culture to support Assistant Professors in advancing their research and visibility in their field. A vibrantly interdisciplinary community, we regularly collaborate with such programs as African Studies, Comparative Literary Studies, and Gender and Sexuality Studies. Northwestern is home to the oldest Program of African Studies in the country and to the world-renowned Herskovits Library of African Studies.

Applications received by November 1st will receive full consideration. All applications should include the following: 1) a cover letter, including a statement of teaching and research interests; 2) a curriculum vitae; 3) an article or chapter-length writing sample (in French or in English); and 4) three letters of reference. First-round interviews will be held via Zoom.

Materials should be submitted through our application portal:

https://facultyrecruiting.northwestern.edu/apply/MjE5OQ==

Questions and inquiries may be addressed to our Business Administrator Elizabeth Murray (elizabeth.murray@northwestern.edu) or to the Chair of the search committee, Professor Nasrin Qader (n-qader@northwestern.edu).

Salary

This is an Assistant or Associate Professor search. The expected base pay based on rank is as follows:

Assistant Professor: $90,000 – $115,000

Associate Professor: $115,000 – $140,000

This base pay range is for a nine-month academic appointment, does not include summer salary, and is subject to negotiation. Northwestern University has provided a pay range representing its good faith estimate of what the university reasonably expects to pay for the position. The pay offered to the selected candidate will be determined based on factors including (but not limited to) the experience and qualifications of the selected candidate including years since terminal degree, training, and field or discipline; departmental budget availability; internal equity; and external market pay for comparable jobs.

Benefits

At Northwestern, we are proud to provide meaningful, competitive, high-quality health care plans, retirement benefits, tuition discounts and more! Visit us at https://www.northwestern.edu/hr/benefits/index.html to learn more.

The Northwestern campus sits on the traditional homelands of the people of the Council of Three Fires, the Ojibwe, Potawatomi, and Odawa as well as the Menominee, Miami and Ho-Chunk nations. We acknowledge and honor the original people of the land upon which Northwestern University stands, and the Native people who remain on this land today.

Northwestern University is an Equal Opportunity, Affirmative Action Employer of all protected classes, including veterans and individuals with disabilities. Women, racial and ethnic minorities, individuals with disabilities, and veterans are encouraged to apply. Click for information on EEO is the Law.

https://frenchanditalian.northwestern.edu/about/faculty-hiring/assistant-professor-or-associate-professor-of-francophone-african-literature.html

2.5 Teaching Assistant Professor of French, U of Pittsburgh

Teaching Assistant Professor of French

U of Pittsburgh

French and Italian, 1328 Cathedral of Learning

Pittsburgh, PA 15260

http://www.frenchanditalian.pitt.edu/

The French Program of the Department of French and Italian at the University of Pittsburgh seeks a full-time Teaching Assistant Professor of French to teach three 3-credit courses in each term in academic year 2025-26. Outside the tenure-stream, this position is offered on an initial term of two years, with renewal subject to performance and evaluation. Pending budgetary approval, the appointment will begin on August 15, 2025, and end on April 30, 2027. Course duties may include elementary and intermediate-level courses in the language sequence, more advanced courses in literature, culture, and conversation (taught in French), and general education courses taught in English for a broad audience. We are especially interested in applicants who can teach sections of our low-level general education courses such as “French Kiss, “Modern French Novel,” “History of French Cinema,” or “Paris: Urbanism Past and Present” (all in English). Courses meet three times a week for 50 minutes or twice a week for 75 minutes. 

Eligible instructors must have at least a Master’s degree in French or in a closely related field, C1- level proficiency in French and English, and experience teaching French in a college or university setting. A PhD in hand is preferred. The candidate must possess broad competence in teaching introductory and intermediate French language courses that employ current foreign language pedagogical approaches (communicative, content-based, multiliteracies, and genre-based pedagogies). Applicants must have a demonstrated interest and proven proficiency in teaching, knowledge of the Common European Framework reference for Languages (CEFR) and the DELF/DALF exam system, and the ability to mentor undergraduate and graduate students in curricular and experiential contexts. Service to the department will be expected. Duties may include advising majors and minors; coordinating sections of general education courses; planning and coordinating undergraduate recruitment, community-building and extracurricular events; and weekly conversation tables.

Current certification to administer DELF A1-B2 exams is preferred.

To apply, please send the following: current curriculum vitae; a letter of application (addressed to Prof. John Walsh, Chair, Department of French and Italian); graduate transcripts (unofficial or official); names and contact information of three references; a teaching portfolio containing a teaching statement, sample syllabi, and 3-4 sets of teaching evaluations (with comments). No personal statement is needed; instead, please send a diversity statement (upload as “Brief Personal Statement” in the system) that addresses your contributions to diversity through teaching, service and/or community engagement. Applicants should share how their past, planned, or potential contributions or experiences relating to diversity, equity, and inclusion will advance the University of Pittsburgh’s commitment to inclusive excellence. More information on diversity statements can be found here. Upload complete dossier on-line at join.pitt.edu.

Review of applications will begin on October 7, 2024, and applications will be considered until the position is filled. We will request additional materials (including three letters of recommendation) after the initial screening and invite candidates to a Zoom interview.

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

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

For information or questions, contact Department Chair, John Walsh, jpw64@pitt.edu.

The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity. EEO/AA/M/F/Vets/Disabled.

https://joblist.mla.org/job-details/9162/teaching-assistant-professor-of-french/?porder=French&ix=5#top-pagination

2.6 Assistant Professor of French & Francophone Studies, Middlebury College,

MIDDLEBURY, VT — The Lois ’51 and J. Harvey Watson Department of French and Francophone Studies invites applicants for a full-time tenure track position in the field of 20th and 21st century Francophone Studies, including specialists on the literatures and/or cultures of the following: Sub-Saharan Africa, the Caribbean, North Africa and the Indian Ocean. Additional expertise in any of the following fields is highly desirable: film, new media, digital humanities, theater and performance, gender and sexuality studies, and race. Ideal candidates will be interested in working in a collaborative environment in a small liberal arts college setting. Applicants must have native or near native command of French (this includes all its varieties: European, Caribbean, North American, African, etc.) and should have completed all Ph.D. requirements by August 2025. Candidates must show evidence and/or promise of excellence in teaching students from diverse backgrounds and have an active research agenda. We are seeking outstanding teachers with demonstrated experience in teaching French language at all levels in an immersive environment. The successful candidate is expected to contribute regularly to the college-wide curriculum, including the first-year seminar program and winter term curriculum. All faculty at Middlebury are also expected to contribute to service to the College throughout their career including, but not limited to, committee membership and serving as Director or Chair of a Program or Department. Ability to teach in English and interest in cross departmental collaboration in Middlebury’s Black Studies Program is also highly desirable.

Middlebury College is a top-tier liberal arts college with a demonstrated commitment to excellence in faculty teaching and research and where diversity, equity, and inclusion are core values. The College is committed to hiring world class faculty that represent a breadth of lived experiences and backgrounds. Our faculty fosters innovation in our curriculum and provides a rich and varied educational experience to our diverse student body. Middlebury College encourages applications from women, people of color, people with disabilities, and members of other protected classes and historically underrepresented communities. The College also invites applications from individuals who demonstrate an ongoing commitment to advancing full participation in the Middlebury educational experience.

Middlebury College uses lnterfolio to collect all faculty job applications electronically. Email and paper applications will not be accepted. At Middlebury, we strive to make our campus a respectful, engaged community that embraces difference, with all the complexity and individuality each person brings. With your application materials provide a separate, one-page statement on inclusion that addresses how your teaching, scholarship, mentorship, and/or community service demonstrate a commitment to and/or evidence of engaging with issues of diversity and inclusion. Through lnterfolio submit: a letter of application addressed to Julien Weber the search committee chair; a curriculum vitae; undergraduate and graduate transcripts; a statement of teaching and research plans; and three current letters of recommendation, at least two of which must speak to teaching ability/promise. More information is available at https://apply.interfolio.com/146618 and https://www.middlebury.edu/colleqe/academics/french. The application deadline is October 15, 2024. Offers of employment are contingent on completion of a background check. Information on our background check policy can be found here: http://go.middlebury.edu/backqroundchecks

https://joblist.mla.org/job-details/8960/assistant-professor-of-french-and-francophone-studies/?porder=French&ix=1#top-pagination

2.7 Leverhulme Trust Early Career Research Fellowship Scheme 2025 – applications invited to Newcastle University School of Modern Languages

The School of Modern Languages at Newcastle University encourages outstanding postdoctoral scholars to apply to the 2025 round of the Leverhulme Trust Early Career Fellowship scheme. Our School has four main language areas: East Asian, French, German, Iberian and Latin American. Our research spans five core research fields:

* Film, Media and Visual Arts
* History, Culture and Society
* Linguistics and Sociolinguistics
* Literature, Theory and Thought
* Translation and Interpreting

We are active within a number of research centres and groups in the university and regularly organise a wide range of department-based and interdisciplinary research seminars. For more information on our research activities, including specialist areas, major grants and research seminars, please visit: http://www.ncl.ac.uk/sml/

Details of the Leverhulme Trust Early Career Fellowship scheme and eligibility criteria can be found here: https://www.leverhulme.ac.uk/funding/grant-schemes/early-career-fellowships

We would be delighted to hear from postdoctoral candidates working in relevant subject areas who are considering applying to the scheme, and would be happy to offer support and feedback in preparing applications. Candidates should demonstrate a record of publications appropriate to the stage of their career. Initial enquiries can be directed to the Director of Research in the School, Professor Sabrina Qiong Yu (Sabrina.yu@ncl.ac.uk) or to members of staff closest to your research interests (email addresses are available on our website).

In order to consider your application, we require potential candidates to submit:
A full academic CV (not more than 2 pages of A4) indicating your previous qualifications, publications and any other academic or public engagement activities.
A research proposal. This should include: Title, Fields of Study, Abstract (100 words) Details of current and past research (250 words) Detailed statement of proposed research (no more than 2 pages of A4). Please refer to the Leverhulme Guidelines for additional help on what to include in this statement.
A statement on why Newcastle University would be a good institutional fit (no more than 1 page of A4) including a proposed mentor for your project.

These documents should be sent as a single pdf to Nikki Hawley (nikki.hawley@ncl.ac.uk) by noon on Friday 15th November, 2024. Your application will be considered internally, and you will be notified whether you have been selected to submit your application to the Leverhulme Trust by the week commencing 9th December. The Leverhulme Trust submission deadline is 20th February 2025 but due to the additional institutional support details required from Newcastle University, candidates must complete their application before 13th February 2025.

2.8 Assistant Professor of French, University of Georgia

Assistant Professor of French

Employer

University of Georgia

Location

Athens, Georgia, United States

Salary

Competitive Salary

Date posted

Sep 11, 2024

Position Summary

The Department of Romance Languages at the University of Georgia ( https://www.rom.uga.edu ) invites applications for the position of tenure-track Assistant Professor of French to begin fall 2025. We are seeking an innovative and versatile colleague whose research and teaching interests complement those of our current faculty.

The successful candidate will maintain an active research program, teach two courses per semester, and mentor undergraduate and graduate student research. Our faculty are expected to serve on departmental committees and support recruitment to our programs, which include majors, minors, and study abroad.

Special Instructions to Applicants

Applicants must submit the following:

Cover letter
Curriculum vitae
Writing sample (in print or typescript, 25 pages maximum)
Teaching philosophy and agenda (2 pages maximum)
Research program and agenda (2 pages maximum)
Undergraduate and graduate transcripts (unofficial copies are acceptable)
Contact information (names and email addresses) for three references, at least one of whom can address the applicant’s teaching experience

For full consideration, applications with the above materials must be received by November 15, 2024. Questions about the position should be directed to the search committee chair, Dr. Rachel Gabara, at rgabara@uga.edu .

Posting Details

Posting Number

F2105P

Working Title

Assistant Professor of French

Department

Franklin-Romance Languages

About the University of Georgia

Since our founding in 1785, the University of Georgia has operated as Georgia’s oldest, most comprehensive, and most diversified institution of higher education ( https://www.uga.edu/ ). The proof is in our more than 235 years of academic and professional achievements and our continual commitment to higher education. UGA is currently ranked among the top 20 public universities in U.S. News & World Report. The University’s main campus is located in Athens, approximately 65 miles northeast of Atlanta, with extended campuses in Atlanta, Griffin, Gwinnett, and Tifton. UGA employs approximately 3,000 faculty and more than 7,700 full-time staff. The University’s enrollment exceeds 40,000 students including over 30,000 undergraduates and over 10,000 graduate and professional students. Academic programs reside in 18 schools and colleges, as well as a medical partnership with Augusta University housed on the UGA Health Sciences Campus in Athens.

About the College/Unit/Department

The Department of Romance Languages and the University of Georgia’s Franklin College of Arts and Sciences are committed to multidisciplinary research, collaboration, and academic innovation and to sustaining a work and learning environment that is inclusive.

College/Unit/Department website

https://www.rom.uga.edu/

Posting Type

External

Retirement Plan

Employment Type

Employee

Benefits Eligibility

Benefits Eligible

Underutilization

Advertised Salary

Anticipated Start Date

08/01/2025

Effective End Date (for Limited-Term postings)

Job Posting Date

09/11/2024

Job Closing Date

Open until filled

Yes

Location of Vacancy

Athens Area

EEO Statement

The University of Georgia is an Equal Opportunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, ethnicity, age, genetic information, disability, gender identity, sexual orientation or protected veteran status. Persons needing accommodations or assistance with the accessibility of materials related to this search are encouraged to contact Central HR (hrweb@uga.edu).

USG Core Values Statement

The University System of Georgia is comprised of our 26 institutions of higher education and learning, as well as the System Office. Our USG Statement of Core Values are Integrity, Excellence, Accountability, and Respect. These values serve as the foundation for all that we do as an organization, and each USG community member is responsible for demonstrating and upholding these standards. More details on the USG Statement of Core Values and Code of Conduct are available in USG Board Policy 8.2.18.1.2 and can be found online at https://www.usg.edu/policymanual/section8/C224/#p8.2.18_personnel_conduct .

Additionally, USG supports Freedom of Expression as stated in Board Policy 6.5 Freedom of Expression and Academic Freedom found online at https://www.usg.edu/policymanual/section6/C2653 .

Position Details

Position Information

Classification Title

Assistant Professor

FLSA

Faculty Rank

Assistant Professor

Contract Type

Academic (9 mo.)

Tenure Status

Tenure Track

Minimum Qualifications

Applicants should hold a Ph.D. in French and Francophone Studies or a closely related field; the degree must be in hand by the time of appointment.

Additional Requirements

Relevant/Preferred Education, Experience, Licensure, and/or Certification

We particularly welcome candidates whose work engages a range of disciplines within a wide understanding of cultural studies. Competitive applicants will demonstrate excellence in teaching, have a strong record or agenda of presenting and publishing research, and demonstrate an interest in communicating their scholarship both within and beyond our university.

Preferred Knowledge, Skills, Abilities and/or Competencies

Physical Demands

Is this a Position of Trust?

Does this position have operation, access, or control of financial resources?

Does this position require a P-Card?

Is having a P-Card an essential function of this position?

Is driving a responsibility of this position?

Does this position have direct interaction or care of children under the age of 18 or direct patient care?

Does this position have Security Access (e.g., public safety, IT security, personnel records, patient records, or access to chemicals and medications)

Credit and P-Card policy

Be advised a credit check will be required for all positions with financial responsibilities. For additional information about the credit check criteria, visit the UGA Credit Background Check website .

Background Investigation Policy

Offers of employment are contingent upon completion of a background investigation including, a criminal background check demonstrating your eligibility for employment with the University of Georgia; confirmation of the credentials and employment history reflected in your application materials (including reference checks) as they relate to the job-based requirements of the position applied for; and, if applicable, a satisfactory credit check. You may also be subject to a pre-employment drug test for positions with high-risk responsibilities, if applicable. Please visit the UGA Background Check website .

Duties/Responsibilities

Posting Specific Questions

Required fields are indicated with an asterisk (*).

Applicant Documents
Required Documents

Resume/CV
Cover Letter
Writing Sample
Unofficial Transcripts
List of References with Contact Information
Teaching Portfolio/Philosophy
Research Portfolio/Philosophy

https://jobs.chronicle.com/job/37720802/assistant-professor-of-french/

2.9 Assistant Teaching Professor, Georgetown University

The Department of French and Francophone Studies at Georgetown University’s College of Arts and Sciences seeks two (2) Assistant Teaching Professors, for three-year terms beginning in August 2025. Successful candidates will teach a 3-3 load, including courses at the beginning, intermediate, and advanced levels of French language instruction. Duties will include a role as coordinator of either the intermediate or advanced levels. Experience in course design and curriculum development is highly desirable, as is expertise in second-language acquisition and French for professional purposes (especially politics and diplomacy or health and environmental sciences). There is no possibility of conversion to the tenure-line, but promotion within the non-tenure line is possible. The Georgetown University Department of French and Francophone Studies has a strong commitment to undergraduate teaching and research at all levels. Our overarching learning goal is to give students linguistic competency, cultural literacy, writing and research skills, and critical thinking abilities within a framework that encourages creativity.

Qualifications:

Ph.D. in French and Francophone Studies, French Linguistics, or related field in hand by August 1, 2025. Near-native fluency in French and English.

Application Instructions:

Submit the following required materials by clicking the Apply button in the Georgetown Interfolio System.

1) Cover letter that includes statement on teaching experience/philosophy

2) Curriculum vitae

3) Two sample language syllabi: one at either the intermediate or advanced level, and one focusing on French for professional purposes (politics, diplomacy, health sciences, environmental sciences)

4) Three confidential letters of recommendation

apply.interfolio.com/154946

Applications are due by November 15, 2024. We will conduct first-round interviews via Zoom video conferencing in mid-December 2024.

For questions related to this position, please contact: Susanna Lee, Chair of French and Francophone Studies, susanna.lee@georgetown.edu

The projected salary or hourly pay range for this position is $56,990 – 63,322, which represents the full range of anticipated compensation for this position. Compensation is determined by a number of factors including, but not limited to, the candidate’s individual qualifications, experience, education, skills, and certifications, as well as the University’s business needs and external factors.

Georgetown University is an Equal Opportunity/Affirmative Action Employer fully dedicated to achieving a diverse faculty and staff. All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, color, religion, national origin, age, sex (including pregnancy, gender identity and expression, and sexual orientation), disability status, protected veteran status, or any other characteristic protected by law.

If you are a qualified individual with a disability and need a reasonable accommodation for any part of the application and hiring process, please click here for more information, or contact the Office of Institutional Diversity, Equity & Affirmative Action (IDEAA) at (202) 687-4798.

https://joblist.mla.org/job-details/9189/assistant-teaching-professor/?porder=French&ix=4#top-pagination

2.10 Career Development Research Fellowships, St John’s College Oxford

Career Development Research Fellowships for full-time research offered by St John’s College to early career researchers who have recently completed or are close to completion of a doctorate (and will have submitted their thesis no later than three months before their start date of this post), or who have recently been awarded a doctorate. They provide an unrivalled opportunity to establish a research profile as a member of a collegiate community.

St John’s College Oxford proposes, to elect up to seven such Fellows, with effect from 1st October 2025 or as soon as possible thereafter, one in each of the following subjects:

Modern Languages – (modern and contemporary Literature and Film. Preference may be given to applicants working on topics in French, German, Comparative Literature and/or Film Studies).
History of Art (modern and contemporary Art History)
Fine Art
Law- further details can be found here.
Mathematical Sciences – further details can be found here.
Computer Science – further details can be found here.
Psychology (applications are welcomed from candidates with research excellence in any area of psychology, including cognitive and behavioural neurosciences, provided that the proposed research is feasible via appropriate resources and infrastructure within Oxford, and that these are available to the applicant) – further details can be found here.

Please see the further particulars and details of how to apply below, except for the subjects separately linked in the list above.

Candidates must indicate for which subject they are applying. Interdisciplinary applications will be allocated within this list of subjects at the discretion of the College.

Career Development Research Fellowships are fixed-term posts, tenable for four years from the 1st October 2025, the start date of a Fellowship may, with the agreement of the college, be brought forward or delayed in exceptional cases, to accommodate personal circumstances; if so, the terminal date will be adjusted accordingly.

The annual salary is equivalent to point 7.5 on the University Scale (currently £40,521) plus a pensionable £1,500 per annum Oxford University Weighting payment which will be paid in equal monthly instalments and pro-rated for part time appointments. The appointee will automatically be enrolled in the Universities Superannuation Scheme pension. Further details can be found here – USS

Applications should be submitted electronically via this website, where detailed instructions on how to complete the application can be found: https://fellowships.sjc.ox.ac.uk/

The closing date for receipt of applications is noon on 24th October 2024. Late applications will not be accepted. Please ensure you check all junk and spam folders for communications.

For any questions or queries about this post please contact academic.vacancies@sjc.ox.ac.uk

https://www.sjc.ox.ac.uk/discover/vacancies/career-development-research-fellowships-2025/

2.11 Hall Family Foundation Assistant Professorship in French, The University of Kansas

Assistant Professor in French

Position Overview

The Department of French, Francophone & Italian Studies at the University of Kansas seeks a colleague for a tenure-track appointment as the Hall Family Foundation Assistant Professor in French beginning August 18, 2025. The area of specialization is open. We are especially interested in literary scholarship that complements without duplicating the areas of specialization represented by current faculty. The position benefits from a dedicated annual research budget.

The Hall Assistant Professor will teach four courses per year (undergraduate and graduate courses); guide research of undergraduate and graduate students and supervise dissertations; advise undergraduate and graduate students; maintain and sustain an active and productive program of research in the area of specialization disseminated through peer-reviewed publications and public presentations; and provide service to the department, College, University, and the profession. This position is a full-time, academic-year appointment. We are especially interested in candidates whose research is interdisciplinary in nature and who could collaborate fruitfully with colleagues in other programs, including but not limited to the Department of African and African American Studies, the Kansas African Studies Center, the Institute for Research in Digital Humanities, the Department of Women, Gender, and Sexuality Studies; the Gunn Center for the Study of Science Fiction. Applicants should have a Ph.D. in French or Francophone Studies; native or near-native fluency in French; record of excellence in teaching college-level courses; evidence or promise of a successful research program; ability to work well with students, faculty, and administrators; willingness to direct or co-direct the Paris Summer Language Institute program.

The University of Kansas is located in the beautiful, historic, and culturally vibrant city of Lawrence, a thriving community 40 minutes from the Kansas City metropolitan area and 30 minutes from the state capital, Topeka. Lawrence, a progressive college town of 100,000, boasts a lively downtown with many music venues, award-winning restaurants, and a nationally celebrated independent bookstore among its many independently owned small businesses. The College of Liberal Arts and Sciences is the largest school within the campus and plays a central role within the University. Founded in 1865, KU is a designated Carnegie comprehensive doctoral and research university and is one of only 34 public members of the prestigious Association of American Universities (AAU). The University enrolls more than 28,000 students and offers students and faculty opportunities to collaborate in its graduate and professional programs, which include education, public health, medicine, law, and a number of allied social science and humanities disciplines.

KU’s excellence is a result of the rich tapestry of experiences, perspectives, and backgrounds of our faculty, staff, students, and colleagues from across our nation and the globe. At KU, we invest in continuous learning and growth by creating a climate where people engage in respectful dialogue and debate and support each other’s success. We foster a culture of care where each person is seen, heard and valued. When people feel a true sense of belonging, we believe they are better able to reach their full potential and achieve remarkable things. The successful candidate must be eligible to work in the U.S. by the effective date of the appointment.

Job Description

About the College
The College emphasizes interdisciplinary, experiential learning and global awareness, houses a vibrant university wide Honors Program that highlights undergraduate research and service activities, and has created strong affiliations with outstanding cross-disciplinary research centers. Faculty and academic staff have emphasized the importance of continuing and expanding on relationships with centers and entities including the Hall Center for the Humanities, the Institute for Policy and Social Research, the Institute for Digital Research in the Humanities, the Gunn Center for the Study of Science Fiction, the Spencer Museum of Art and the Natural History Museum. These relationships have brought a broad range of disciplines together to pursue and conduct sponsored research and education at the international, national, state, regional and local levels, and have created employment structures in which faculty and academic staff share appointments to emphasize collaboration. College faculty and research staff are welcomed as members in all KU’s designated research centers and institutes. The College is home to internationally recognized scholars and scientists who brought in $44M in research funding in FY 2021, nearly 30% of the total funded research at KU Lawrence.

Job Duties:
Tenure track positions at the University of Kansas are 40/40/20 (Teaching/Research/Service)

40% Teaching

Teach undergraduate and graduate courses in French and Francophone studies. Load is 4 courses per academic year, a 2:2 load.
Teach outreach courses taught in English.
Hold regular office hours for students.
Participate in the academic advising of undergraduate and graduate students.
Mentor undergraduate and graduate students in research.

40% Research

Maintain an active and productive research program.
Publish monograph and articles or comparable number of articles for tenure.
Publish in peer reviewed journals and edited volumes.
Give presentations at professional conferences.

20% Service

Serve on committees at the departmental, College, and University levels as opportunities arise.
Participate in professional service.
Participate in departmental meetings.
Serve periodically as director or co-director of the Paris Summer Language Institute.

Faculty Code
Faculty members are expected to carry out their responsibilities in accordance with the Faculty Code of Rights, Responsibilities, and Conduct, currently viewable at: http://policy.ku.edu/FacultyCodeKULawrence/faculty-code-of-rights

Required Qualifications

Ph.D. in French & Francophone Studies by the start date of the appointment
Native or near-native language ability in both French and English
Demonstrated excellence in teaching French language and culture in a university, including teaching portfolio (this should include two complete sets of student evaluations and a teaching statement/philosophy);
Willingness to direct or co-direct the Summer Language Institute program in Paris.

Additional Candidate Instructions

A complete online application includes the following materials: (1) cover letter; (2) curriculum vitae; (3) research agenda; (4) teaching portfolio (this should include two complete sets of student evaluations, a sample syllabus, and a teaching statement/philosophy); and (5) the names, email and contact information for three professional references.

Review of applications will begin October 30th, 2024 and will continue as needed to ensure a large, high quality, and qualified applicant pool.

Contact Information to Applicants

For questions, please contact the search committee chair: Paul Scott, Professor of French, 2103 Wescoe Hall, 1445 Jayhawk Blvd., Lawrence, KS 66045. pascott@ku.edu

Application Review Begins

Wednesday October 30, 2024

Anticipated Start Date

Monday August 18, 2025

https://employment.ku.edu/jobs/faculty/assistant-professor-in-french/29104br

2.12 Assistant Professor of French International Business Communication

University of Aarhus – Department of German and Romance Languages

Location:		Aarhus – Denmark
Salary:		Not Specified
Hours:		Full Time
Contract Type:		Fixed-Term/Contract
Placed On:	23rd September 2024
Closes:	16th December 2024

Assistant Professor of French International Business Communication (readvertisement)

The School of Communication and Culture at Aarhus University invites applications for the position of assistant professor of French international business communication based at the Department of German and Romance Languages.

The assistant professorship is a full-time, three-year fixed-term position, and subject to appropriate funding, there will be an opportunity to apply for a subsequent associate professorship. The position begins on 1 August 2025 or as soon as possible thereafter.

The School of Communication and Culture is committed to diversity and encourages all qualified applicants to apply regardless of their personal background.

The position

The Department of German and Romance Languages has a significant international research and teaching profile in the study of the communicative aspects of business activities in an international context, ranging from the tactical level to the textual level at which texts and visual artefacts are composed and adapted.

We are looking for an applicant who can contribute to and strengthen the development of research and teaching profiles in international business communication in French. The successful applicant will be expected to teach on the department’s Bachelor’s and Master’s degree programmes related to international business communication in French, or similar.

In sum, we are looking for an innovative and dedicated applicant who will strengthen the research and teaching profiles of the department nationally and internationally as well as contributing to Aarhus University’s core activities in the areas of research, teaching and supervision, talent development and knowledge exchange.

Research

The Department of German and Romance Languages at Aarhus University has a pronounced and significant international profile and a robust research network.

We are looking for an applicant who will pursue research in international business communication in French and specifically in organisations’ communication with their stakeholders in connection with major organisational issues, including, for example, change communication, communication in the field of environmental and social governance, crisis communication, and communication related to organisational and product branding.

Given the strong technological developments in the field of international business communication, particularly in AI, language technology and new methods of research, it would be considered an advantage if the applicant could contribute to the integration of these technologies and methods in both research and teaching.

The successful applicant will be expected to develop research projects that result in peer-reviewed publications. The successful applicant will also be expected to participate in the research community at the department in terms of collaborative research projects with internal and external partners, as well as participating in applications for external research funding.

Teaching and supervision

The successful applicant will be expected to take part in the department’s teaching and supervision activities and to teach and supervise on the department’s Bachelor’s and Master’s degree programmes, particularly the Bachelor’s and Master’s degree programmes in international business communication in French, including courses such as organisational communication, change communication, and branding in a communicative perspective. The successful applicant will be expected to apply relevant digital tools and innovative teaching methods.

The successful applicant will be expected to develop supervision capabilities at both BA and MA levels.

Deadline: 16 December 2024

Read the full text and apply online

https://www.jobs.ac.uk/job/DJV924/assistant-professor-of-french-international-business-communication

2.13 Tenure-Track Assistant Professor in Global Studies, Texas A&M University

Tenure-Track Assistant Professor in Global Studies

The Department of Global Languages and Cultures, in the College of Arts and Sciences at Texas A&M University, invites applications for one (1) full-time, tenure-track Assistant Professor position in Global Studies, with the 9-months appointment beginning in the Fall semester of 2025. The B.A. degree in Global Studies emphasizes humanities-based critical thinking and understanding of global macro-processes, making connections across diverse fields such as climate and environmental change, urban and visual studies, arts, literatures, languages and virtual and A.I. technology, medicine, and scientific innovation. The Department of Global Languages and Cultures houses undergraduate B.A. degrees in Modern Languages (with concentrations in French, German, and Russian), Spanish, Global Studies, and Classics; the University Studies B.A. and B.S. degrees in Race, Gender, and Ethnicity; minors in Arabic, Chinese, and Japanese; interdisciplinary programs in Africana Studies, Jewish Studies, Asian Studies, and Religious Studies; and graduate (MA and PhD) programs in Hispanic Studies. The Department is one of 18 in the College of Arts and Sciences, encompassing more than 130 areas of study. Information about the Department is available at https://artsci.tamu.edu/global-lang-cultures/index.html. Information about the College, including the Melbern G. Glasscock Center for Humanities Research, the Center of Digital Humanities Research, and the Race and Ethnic Studies Institute is available at https://artsci.tamu.edu/index.html.

Applicants should demonstrate evidence of a strong research program, a record of successful independent teaching, and be credentialed to teach culture and language courses at all undergraduate levels in at least one of the language programs in the Department. Commitment to developing new courses in Global Studies and teaching existing Global Studies and advanced language courses while maintaining a high-level research program is essential. The position offers opportunities to lead language-immersion Study Abroad experiences. Intersection with the Department’s interdisciplinary programs in Africana Studies, Jewish Studies, Asian Studies, and Religious Studies is desirable. A Ph.D. in a field appropriate to Global Studies as defined above is required.

The successful candidate will be expected to maintain a research profile (as evidenced in publications, conference presentations, or research grants) commensurate with the expectations of an R1 institution; contribute to program development in the area of Global Studies; teach culture and language courses at all levels; and participate in service activity at the Department, College, or University level. The teaching load is two (2) courses per semester, with a teaching reduction in the first year of the appointment.

Applicants are asked to submit a cover letter, curriculum vitae, three confidential letters of recommendation, and a personal statement to include philosophy and plans for teaching, research, and service by October 15, 2024 to apply.interfolio.com/152313. Review of applications submitted through Interfolio will begin on November 1, 2024. First-round interviews (via Zoom) are expected to begin in late November. For questions, please contact Ede Hilton-Lowe, ede@tamu.edu.

To apply: apply.interfolio.com/152313

https://joblist.mla.org/job-details/9113/tenure-track-assistant-professor-in-global-studies/?porder=French&ix=2#top-pagination

2.14 Assistant Professor of Ethnicity, Migration and Critical Race Theory, Carnegie Mellon University

Description

The Department of Languages, Cultures & Applied Linguistics at Carnegie Mellon University seeks applications for a tenure-track assistant professor, expected start date August 1, 2025. We seek a scholar working on ethnicity, migration and critical race theory, with a demonstrated record of scholarship and teaching on Modern Europe in its dialogue with the Mediterranean, the Middle East, Africa, and the Americas. The successful candidate’s research and teaching interests will focus on topics such as refugee studies, migration ecologies, climate or political displacement, public history and policies, European imperial history and settler states, and/or comparative race and ethnic studies within critical discourse studies, critical media studies, and/or literary and cultural studies.

Preference will be given to candidates with expertise in any area of the digital humanities, including in the use of computational, visualization, and big data methods in literary and cultural criticism. Also of interest are candidates with experience in translation practice and studies who may be able to contribute to our graduate program in Global Communication and Translation.

The candidate must be able to teach language courses, at all levels of instruction, as well as courses related to their research in both English and in one of the target languages appropriate to our French Studies, German Studies, Hispanic Studies, and Russian Studies majors and minors. Candidates who cannot provide evidence of experience in second language instruction in French, German, Russian, or Spanish will not be considered.

The successful candidate will join a team of engaged scholars with ambitious research agendas in the humanities working on issues of race, identity, and racism in US and global contexts and benefit from a strong and growing support of interdisciplinary humanities research and teaching at Carnegie Mellon, including such initiatives as the Center for the Arts in Society, Humanities@CMU, the Center for Black European Studies and the Atlantic, and the Kenner Room for immersive technologies in language and culture research and teaching.

Carnegie Mellon University is committed to increasing the diversity of its community on a range of intellectual and cultural dimensions. Carnegie Mellon welcomes applicants who will contribute to this diversity through their research, teaching and service. We seek to meet the needs of dual-career couples and are a member of the Higher Education Recruitment Consortium (HERC), which assists with dual-career searches. Please visit “Why Carnegie Mellon” to learn more about life in Pittsburgh and becoming part of a welcoming institution that inspires innovations.

Qualifications
PhD required, ABD considered. Ability to teach French, German, Russian or Spanish as a second language. Significant evidence of a promising scholarly agenda and teaching excellence.

Application Instructions
To ensure full consideration, applications must be received by November 1, 2024. Applicants should submit 1) a current CV, 2) a letter outlining research interests, teaching philosophy and personal and professional commitment to diversity, equity and inclusion, and 3) the names and contact information for three professional references. Apply here:

Please direct inquiries to chairs of the search committee: Dr. Mame-Fatou Niang mniang@andrew.cmu.edu and Dr. Tatyana Gershkovich tgershko@andrew.cmu.edu.

https://joblist.mla.org/job-details/9109/assistant-professor-of-ethnicity-migration-and-critical-race-theory/?porder=French&ix=8#top-pagination

2.15 Department Chair, Texas Tech University

The Department of Classical & Modern Languages & Literatures in the College of Arts & Sciences at Texas Tech University invites applications for a full-time, tenured position as Professor and Department Chair, to begin September 1, 2025.
About the Department/School/Area:
The Department of Classical & Modern Languages & Literatures is dedicated to engaging in research and teaching that enriches the humanities, second language studies, and our communities – locally and globally. Our classrooms (online & face-to-face) are a place of connection, where faculty personally invest in students’ growth. We equip our students to be competitive in the next stage of their career through high-impact education in language, world literature, and culture, both ancient and modern. Throughout our campus and community, we foster linguistic and cultural diversity and advocate for multiculturalism. CMLL consists of a dynamic and diverse community from the fields of American Sign Language, Applied Linguistics, Arabic, Classics (which includes Archaeology, Greek, and Latin), English as a Second Language, French, German, Italian, Japanese, Korean, Mandarin Chinese, Portuguese, Russian, and Spanish.
About the University:
Established in 1923, Texas Tech University is a Carnegie R1 (very high research activity) Doctoral/Research-Extensive, Hispanic Serving, and state-assisted institution. Located on a beautiful 1,850-acre campus in Lubbock, a city in West Texas with a growing metropolitan-area population of over 300,000, the university enrolls over 41,000 students with roughly 33,000 undergraduate and 8,000 graduate students. As the primary research institution in the western two-thirds of the state, Texas Tech University is home to 10 colleges, the Schools of Law and Veterinary Medicine, and the Graduate School. The flagship of the Texas Tech University System, Texas Tech is dedicated to student success by preparing learners to be ethical leaders for a diverse and globally competitive workforce. It is committed to enhancing the cultural and economic development of the state, nation, and world.
Required Qualifications:
1. Must hold a PhD in one of the disciplines represented by the Department or a related subfield.
2. Must have a demonstrated excellence in research with an established scholarly record commensurate with appointment at the rank of Full Professor. Applications from advanced Associate Professors will be considered.
3. Must have administrative experience that will form a basis for leading a vibrant, multi-program department.
4. Must have a demonstrated record and strong commitment to teaching excellence.
Preferred Qualifications:
In addition to the required qualifications, individuals with the following preferred qualifications are strongly encouraged to apply:
1. Proven capacity or specific plans to advocate for and develop financial support at the institutional level and to attract both external and internal funding.
2. Administrative experience that includes financial/budgetary management.
3. Demonstrated commitment to fostering research and other collaborations both within the department and among external community constituencies, including but not limited to cultural events and study abroad programs.
Equal Opportunity Statement:
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, gender expression, national origin, age, disability, genetic information or status as a protected veteran.
Special Instructions to Applicants:
Please include the following documents in your application:
– Cover Letter
– Curriculum Vitae
– List of References (3)
Candidates advancing to the second stage of the interview process may be asked to submit evidence of teaching excellence and up to 3 letters of recommendation.
Questions about this position should be directed to Dr. Sean P. Cunningham, Search Committee Chair at sean.cunningham@ttu.edu. If you need assistance with the application process, contact Human Resources, Talent Acquisition at hrs.recruiting@ttu.edu or 806-742-3851.
Application Process
The deadline to submit applications is on January 17, 2025.
To ensure full consideration, please complete an online application for Requisition # 38932BR at: https://sjobs.brassring.com/TGnewUI/Search/Home/Home?partnerid=25898&siteid=5637#jobDetails=874787_5637

https://joblist.mla.org/job-details/9268/department-chair/?porder=French#top-pagination

3. Announcements

3.1 Winner of the 13th Annual Lawrence R. Schehr Memorial Award at Contemporary French Civilization

Contemporary French Civilization (CFC), published by Liverpool University Press, is pleased to announce the results of our 13th Annual Lawrence R. Schehr Memorial Award competition for the best conference paper submitted by a junior colleague in the field of contemporary French and Francophone civilization and cultural studies.

We received many excellent submissions again this year and would like to thank all of our junior colleagues who submitted essays for this competition. We would strongly encourage them to continue sending us their work in the future — both for the Schehr Memorial Award and for potential publication in Contemporary French Civilization (CFC) and in our companion journal CFC Intersections.

2024 Award Recipient:

Congratulations to Dr. Blase A. Provitola (Trinity College, Connecticut) for their essay, “The Right to Complexity: Ambivalence as Political in Fatima Daas’ La petite dernière” in which they offer a compelling analysis of homonationalism’s influence on the reception of Daas’ debut novel, which explores a queer Muslim banlieusarde’s experience. Provitola argues that Daas’ aesthetics of ambivalence holds space for complexity amidst journalistic attempts to reduce her to either a self-hating homophobe or the representative of a model queer Muslim minority.

The award recipient has been invited to publish an expanded version of the winning essay, after further peer review, in a forthcoming issue of CFC. Congratulations again to Dr. Blase Provitola for an excellent essay!

For more information about our winning author, please visit their page: https://internet3.trincoll.edu/FacProfiles/Default.aspx?fid=1480707

Details on next year’s competition will be communicated in early 2024 on H-France, Francofil, as well as the website of Liverpool University Press, publisher of CFC:

https://www.liverpooluniversitypress.co.uk/journal/cfc

3.2 MA and PhD Programs in French and Francophone Studies at The Pennsylvania State University (Fall 2025 Admission)

The Department of French and Francophone Studies at The Pennsylvania State University is currently recruiting outstanding candidates for advanced study leading to the M.A. and Ph.D. degrees, for a Fall 2025 admission. We provide all of our full-time students with generous financial support including full tuition grants, teaching assistantships, and individual health coverage, and welcome applicants from historically underrepresented groups, for whom additional internal fellowships are often available. We also encourage international students and students from non-traditional backgrounds to apply. The deadline for submission of applications is January 15, 2025.

Penn State’s French and Francophone Studies graduate program is unique for its long-established Ph.D. specializations in Literature and Culture and Society and an interdisciplinary orientation that fosters innovative approaches to a broad variety of objects of study. In addition to its interdisciplinarity, our curriculum is global and transhistorical. We also offer three distinctive dual degrees. The first grants students a Ph.D. in French and Francophone Studies and Women’s, Gender and Sexuality Studies (a top-ranked department nationally). The second grants a Ph.D. in French and Francophone Studies and African Studies. The third grants a Ph.D. in French and Francophone Studies and Visual Studies.

Faculty expertise spans women’s, gender and sexuality studies, (post-)colonial history and Francophone studies, linguistics, early modern studies, performance and film studies, material culture and aesthetics, cultural theory, popular and media culture, and creative writing. Faculty and students also work on geographical regions beyond hexagonal France, such as the Caribbean, the Indian Ocean, North and West Africa.

As a community, our department embraces and supports its students and faculty. Our graduate students play a crucial role by bringing their diverse backgrounds and experiences to our intellectual debates. We aspire to include everyone in our individual and collective engagement with shaping the production and sharing of knowledge about and throughout the Francophone world.

Our students receive extensive pedagogical training and teach courses in language, literature, culture, and linguistics at all undergraduate levels. Grants to support our students’ conference travels and dissertation research are available through a variety of internal sources, including Penn State’s Humanities Institute and Center for Humanities and Information. In addition, the Department offers the opportunity to participate in a year-long exchange program with the Université de Strasbourg. Finally, students in French and Francophone Studies benefit from numerous initiatives, academic programs, and centers within Penn State’s College of the Liberal Arts, including the Africana Research Center, the African Feminist Initiative, the Rock Ethics Institute, the Committee for Early Modern Studies, the Center for Global Studies, and the Center for Democratic Deliberation. All senior PhD students benefit from a Humanities Dissertation Release, during which they receive full funding to carry out research. To know more about the recent placements of our former graduate students, please click here.

For further information on the Department of French and Francophone Studies, its graduate program, and the application procedure, please visit our website at http://www.french.psu.edu/ or contact Bruno Jean-François, Director of Graduate Studies and Associate Professor of French and Francophone Studies, and Comparative Literature at ebj2@psu.edu.

Prospective students are also invited to join us for an information session to be held via Zoom on Friday November 8, 2024, from 9.30 am to 10.30am EST. This session will be an opportunity to meet with members of the graduate faculty and fellow graduate students, and to ask questions about the program. For further information, please contact Bruno Jean-François at ebj2@psu.edu.

Note that GRE scores are not required for admission in the program. To apply, please click here.

https://africanstudies.org/opportunities/ma-and-phd-programs-in-french-and-francophone-studies-at-the-pennsylvania-state-university-fall-2025-admission/

3.3 Invitation to apply: Master’s Programs in French at Georgia Tech

Georgia Institute of Technology invites applicants to two exciting master’s degree programs in cultural studies, media studies, intercultural communication, and language acquisition, with a concentration in French. Please find descriptions of the programs below. For further information, please see the websites below or e-mail grad@modlangs.gatech.edu.

M.S. in Global Media and Cultures

The Master of Science in Global Media and Cultures is a joint program between the School of Literature, Media, and Communication and the School of Modern Languages at Georgia Tech. This unique humanities program merges curricular offerings from both Schools and gives students the opportunity to engage in advanced research and training that combines cross-cultural competence, language acquisition, and media and communications expertise with global and cultural research.

Our 30-credit hour program combines a strong foundation in media and cultural studies with advanced training in a critical global language. Through graduate assistantships, internships, a final project, and a career portfolio, students can customize their experience to their own career goals. This MS degree is offered with a language concentration in French. GRE is not required. The application deadline is February 18, 2025.

Website: https://gmc.iac.gatech.edu

M.S. in Applied Languages and Intercultural Studies

The Master of Science in Applied Languages and Intercultural Studies (M.S. ALIS) is a 30-credit hour degree program offered by the School of Modern Languages at Georgia Tech. It is one of the first professional master’s degrees in foreign language and cultural studies in the United States with concentrations in French. The program emphasizes the real-world professional application of language for a wide range of career paths ranging from communications and nonprofit fields to business, engineering, and technology.

In addition to rigorous training in advanced-level language and cross-cultural communication, students can also study abroad, conduct research, and complete for-credit internships. Students graduate with a professional portfolio in the language of concentration, positioning them to pursue a range of internationally oriented career paths. The degree is also available as a five-year coterminal B.S./M.S. for Georgia Tech B.S. ALIS majors. GRE is not required. The application deadline is February 18, 2025.

Website: https://modlangs.gatech.edu/graduate/ms-alis

Prospective students are also invited to join us for monthly information sessions to be held via Zoom. These sessions are an opportunity to meet with members of the graduate faculty and to ask questions about the programs. For further information, please e-mail grad@modlangs.gatech.edu.

3.4 Oct 2nd 5pm @ Harvard University- In-person Lecture by Caroline Séquin on history of prostitution in France and Colonial Senegal

The France and the World seminar at Harvard’s Mahindra Humanities Center is proud to announce that Caroline Séquin (Assistant Professor at Lafayette College) will deliver an in-person lecture entitled “Desiring Whiteness: A Racial History of Prostitution in France and Colonial Senegal, 1848-1950”on Wednesday, October 2nd, at 5 PM in Barker Center 133 (12 Quincy St., Cambridge MA). No registration required!

Please see below for more information on the talk:

Since the French Revolution of 1789, the absence of laws banning interracial marriages has served to reinforce two myths about modern France—first, as a sexual democracy and second, as a color-blind nation where all French citizens can freely marry whomever they wish regardless of their race. Caroline Séquin challenges this narrative of French exceptionalism by revealing the role of prostitution regulation in policing intimate relationships across racial and colonial boundaries and contributing to the making of white French national identity in an imperial nation-state that claimed to be race-blind.

“Desiring Whiteness” uncovers the intertwined histories of commercial sex and racial politics in France and the French Empire. It compares the seemingly disparate racial politics of commercial sex in various port cities and garrison towns across France and Dakar, Senegal, the main maritime entry point of French West Africa, to expose how metropolitan and colonial brothels followed a similar racial logic that contributed to uphold white supremacy.

Moreover, vivid reconstructions of the lives of sex workers, brothel keepers, and other third parties illuminate how the reproduction of whiteness was not simply imposed from above but also enacted from below and through quotidian sexual and business practices. Ultimately, Séquin uncovers how the making of white France occurred, ironically, through the control of a form of sexuality often deemed nonreproductive: commercial sex.

About the Speaker

Caroline Séquin is an assistant professor of Modern European History at Lafayette College. Her work explores the intersection of race, gender, sexuality, and migration in France and the French Empire in the nineteenth and twentieth centuries. Her first book, Desiring Whiteness: A Racial History of Prostitution in France and Colonial Senegal, 1848-1950, is forthcoming with Cornell University Press on October 15. She earned her PhD in Modern European History from the University of Chicago.

3.5 Fully Funded MA program in French at Notre Dame (Indiana, USA)

The two-year MA program at the University of Notre Dame (Indiana, USA) is designed to enable students to attain both a high degree of specialization and a broad understanding of the literatures and cultures of the French-speaking world. Our students enjoy great success after graduation, whether in a top doctoral program in the field or in whatever their chosen career pathway. For information on our program, click here.

Program Highlights:

full-tuition scholarship (granted to all accepted students)
$15,000 yearly stipend (awarded on a competitive basis)
health insurance subsidy covering 100% of the yearly premium (available to eligible students)
study abroad opportunity at the Sorbonne Nouvelle in Paris, France
rigorous and hands-on pedagogical training
small, interactive seminars
eligibility to apply for research grants through various on-campus institutes and centers, i.e., Nanovic Institute, Kellogg Institute, Medieval Institute
option to pursue a graduate minor in another field, i.e., Peace Studies
option to research and write a Master’s thesis

Applications are due January 15, 2025.

3.6 Registration Now Open-2024 DDFC Conference [Nov. 8-9, 2024]

We are pleased to announce that registration for the 2024 DDFC Conference, “Pooling Open-Access Resources: Designing for Justice and Access,” is now open. This virtual conference will be conducted via Zoom on November 8 and 9, 2024. Registration is free and available through Eventbrite.

You can access the detailed program here. Conference highlights include:

Reimagining French Civ
Art Collections and Collaborations
Languaging Beyond France
Mutual Aid/Solidarity Town Hall
Assessment Workshop
FSLDisrupt
Gender Justice
Implications of AI for Language Learning
Cripping the French Language Classroom

3.7 HR Modern French History Seminar, Winter Programme 2024/25

Sessions will take place in person (Wolfson Room NB01 at the IHR, Senate House, Malet St, London WC1E 7HU) and/or on Zoom (booking required to get link). In-person sessions will be hybrid unless specified otherwise.

All sessions begin at 5.30 pm, London time.

23 September 2024 / 5:30-6:30pm (BST) – Clémence Maillochon (Université de Bretagne Occidentale), ‘“Behind the curtain of flowers”: poet Henri Hiro and the antinuclear movement in French Polynesia’. Chaired by Andrew Smith (QMUL) Wolfson Room, hybrid.

https://www.history.ac.uk/events/clemence-maillochon-universite-de-bretagne-occidentale-behind-curtain-flowers-poet-henri

7 October 2024 / 5:30-7pm (BST) – Colin Jones (QMUL), ‘Robespierre, list-maker’. Chaired by TBC Wolfson Room, hybrid. https://www.history.ac.uk/events/robespierre-list-maker

21 October 2024 / 5:30-7pm (GMT) – Talitha Ilacqua (Yale), Inventing the modern region: Basque identity and the French nation-state (MUP, 2024). Book launch in collaboration with the Re-thinking Modern Europe seminar. Discussant: Andrew Smith. Chaired by Rob Priest (RHUL) Wolfson Room, hybrid. https://www.history.ac.uk/events/book-launch-inventing-modern-region-basque-identity-and-french-nation-state

4 November 2024 / 5:30-7pm (GMT) – Leon Hughes (Trinity College Dublin), ‘“[D]e mille bastilles sur le sol de la République”: Prisons and the Experience of Imprisonment during the French Revolution, 1789-1795’. Chaired by Colin Jones (QMUL). Wolfson Room, hybrid. https://www.history.ac.uk/events/de-mille-bastilles-sur-le-sol-de-la-republique-prisons-and-experience-imprisonment-during

18 November 2024 / 5:30-6:30pm (GMT) – Jennifer Sessions (University of Virginia), ‘Must the Duc d’Orléans Fall? The Mysterious Survival of French Imperial Monuments in the Age of Rhodes Must Fall’. Chaired by Itay Lotem (Westminster). Online. https://www.history.ac.uk/events/must-duc-dorleans-fall-contesting-a-french-colonial-monument-algiers-and-paris

2 December 2024 / 5:30-7pm (GMT) – ‘French, History, and Blogging: Reflections on the Tenth Anniversary of the FHN’. Roundtable discussion with Daniel Gordon (Edge Hill), Laura O’Brien (Northumbria), Will Pooley (Bristol), Guillaume Yverneau (Caen). Chaired by Ludivine Broch (Westminster), Wolfson Room, hybrid. https://www.history.ac.uk/events/french-history-and-blogging-reflections-tenth-anniversary-fhn

3.8 New EUP book series – World Literature and Intermediality

Edinburgh Critical Studies in World Literature and Intermediality

Series Editor(s): Fabien Arribert-Narce, Shuangyi Li

Over the past few decades, both world literature and intermediality have become well-established yet hotly debated concepts and fields of academic inquiry. However, they were developed and often treated as separate critical frameworks. With a focus on the modern and contemporary periods, this series aims to publish monographs that address the shared theoretical concerns between these two areas, renegotiating linguistic text-based approaches to world literature with methods developed in studies of other art forms. We welcome projects analysing works published in English and other languages across the globe, and exploring different kinds of border crossings and encounters between languages, media and cultures. These aesthetic explorations fueled by migrations, multilingualism, transcultural interactions and multi-media artistic practices are rapidly reshaping the production, circulation, reception and critical analysis of literary and artistic works on a global scale. Resolutely interdisciplinary, this book series aims to investigate creative code- and mode-switching practices such as photo-literature, the graphic novel, literary adaptations, ekphrasis and word and music combinations. While strongly theorised approaches are welcome, contributions should be anchored in interpretative analysis and critique.

Advisory Board:

Moradewun Adejunmobi (University of California, Davis)
Norman Ajari (University of Edinburgh)
Jørgen Bruhn (Linnaeus University, Sweden)
Laurence Grove (University of Glasgow)
James Hodapp (Northwestern University in Qatar)
Amy Hubbell (University of Queensland, Australia)
Fusako Innami (Durham University)
Tong King Lee (University of Hong Kong)
Madhu Krishnan (University of Bristol)
Xiaofan Amy Li (University College London)
Rong Ou (Hangzhou Normal University, China)
Andy Stafford (University of Leeds)
Delia Ungureanu (Harvard’s Institute for World Literature & University of Bucharest, Romania)
Alex Watson (Meiji University, Tokyo)

Interested in writing for the series? Explore our proposal guidelines and email your proposal to the Senior Commissioning Editor for Literary Studies, Emily Sharp.

If you would like to discuss your proposal before submission, please email the series editors, Fabien Arribert-Narce and Shuangyi Li.

3.9 Ph.D. Program in French at the CUNY Graduate Center

The CUNY Graduate Center welcomes applications for its Ph.D. Program in French. Consistently rated as one of the finest and most innovative in the United States, our program offers cutting-edge interdisciplinary coursework, close mentoring with leading scholars in French and Francophone Studies, a varied program of public-facing talks, events and conferences, and the diverse research environment of the Graduate Center, a national leader in Humanities scholarship located in the heart of New York City.

Our students are rigorously prepared as researchers and as teachers, functioning as generalists who can teach a broad array of courses and as specialists with focused training in particular periods and perspectives. Recently-defended dissertations include Unnatural Issue: Gendered Adaptations of “Peau d’Âne” in Contemporary French and English Texts; L’univers mélancolique de Patrick Modiano; Body Check: The Transgressive Body Politics of Gina Pane, Orlan, and Deborah de Robertis; Memory, Violence, and Detours: Strategies of Resistance to Epidermal Invisibility within the French Republic; The Devil is in the Details: Witchcraft, Materiality and Systems of Belief in Early Modern France.

Our faculty numbers over 30 professors drawn from the nation’s largest urban public university system. They specialize in a wide range of fields, from medieval era to the present, from postcolonial and Francophone studies to gender/queer theory, visual cultures, and the digital humanities. Students also benefit from the multiple interdisciplinary research centers on campus, including IRADAC (Institute for Research on the African Diaspora in the Americas and the Caribbean), MEMEAC (Middle East and Middle Eastern American Center), the Center for Place, Culture, and Politics, and the Center for the Humanities.

Qualified candidates are encouraged to apply, and for the Fall 2025 entry term we have waived all application fees, making the process totally free. Our program welcomes international students from around the world and is open to candidates who do not necessarily have a traditional background in literary studies. Successful applicants receive a five-year fellowship package, including a tuition waiver and health insurance. They teach one course per semester in their second, third and fourth year and serve as writing fellows in their fifth. There is an abundance of additional opportunities for summer support as well as additional funding for travel and research. We also offer a dedicated fellowship for high school teachers interested in pursuing a doctorate while maintaining their current employment.

Recent alumni have received teaching positions and postdoctoral fellowships at Pomona College, University College Dublin, Lehigh University, Drexel College, and Southern Methodist University. Other alumni have ventured outside of academia, working in university administration, business, consulting, or arts programming.

The deadline for receipt of application material is January 1st, 2025. For further information, please contact Professors Maxime Blanchard [mblanchard@ccny.cuny.edu] and Sam Di Iorio [adiiorio@hunter.cuny.edu].

4. New Publications

4.1 Refugee Afterlives: Home, Hauntings, and Hunger (Liverpool University Press), By Ashwiny O. Kistnareddy

https://www.liverpooluniversitypress.co.uk/doi/book/10.3828/9781835533963

This book compares fiction and non-fiction written by two generations of the Vietnamese diaspora, the so-called 1.5 and second generation in France and Canada, namely, Kim Thúy, Doan Bui, Clément Baloup, Hoai Huong Nguyen and Viet Thanh Nguyen (USA) as they grapple with their positionality as refugee(s’) children and the attendant problematics of loss. How they recuperate this loss by deploying notions such as home, hauntings and hunger is central to this analysis. Refugee Afterlives identifies the tools deployed by the 1.5 and second generation, tests their limits while understanding that these writers’ creations are constantly changing and shifting paradigms and will continue to be so over the next decades. Each writer is finding their own voice and pathway(s) and while these may sometimes overlap and contain commonalities, afterlives by default imply plurality and differences. This book offers ways of examining these texts, juxtaposing them, contrasting them, putting them in dialogue with each other, underlining their differences, but ultimately demonstrating that there is much to be gained in seeing how 1.5ers and the so-called second generation Vietnamese refugee writers contribute to a wider discussion of Vietnamese refugee(s’) children and what happens to them after resettlement.

4.2 Des colonisés ingouvernables: Adresses d’Algériens aux autorités françaises (Akbou, Paris, 1919-1940), Emmanuel Blanchard

https://www.pressesdesciencespo.fr/fr/book/?gcoi=27246100665740

Le 6 rue Lecomte abrite, à partir de 1925, le Service des affaires indigènes nord-africaines. Bientôt surnommé le « bureau arabe », il traite de nombreuses plaintes et requêtes venues des deux bords de la Méditerranée, qui donnent à comprendre la situation coloniale et l’expérience migratoire au quotidien.

Le 6 rue Lecomte abrite, à partir de 1925, le Service des affaires indigènes nord-africaines. Rattaché à la préfecture de police, il est chargé de surveiller les travailleurs coloniaux qui ne sont ni pleinement français ni étrangers. Bientôt surnommé le « bureau arabe », il accueille plus de 300 personnes par jour, essentiellement des Kabyles venus travailler à Paris. Le SAINA est un organe principalement répressif mais il traite néanmoins de nombreuses plaintes venues des deux bords de la Méditerranée. Ces requêtes donnent à comprendre la situation coloniale et l’expérience migratoire au quotidien : dettes de jeu, affaires familiales, demandes d’exonérations fiscales, dénonciation de faits de corruption, litiges fonciers, etc. Rédigées le plus souvent par des écrivains publics, elles sont la matière d’une micro-histoire intime et politique, qui relie la Kabylie et la métropole parisienne.

Explorant les quinze cartons d’archives, sauvées in extremis des caves humides d’une école, Emmanuel Blanchard a mené l’enquête. Les lettres exhumées révèlent les stratégies d’adaptation à l’État colonial de colonisés qui, finalement, n’apparaissent jamais autant « ingouvernables » que lorsqu’ils demandent à faire valoir leurs droits, c’est-à-dire à être gouvernés comme des administrés, non à être commandés comme des sujets.

4.3 Decolonizing Literature in French and the Question of the White Writer, CFC Intersections (Vol. 3, September 2024)

https://liverpooluniversitypress.co.uk/toc/10.3828/cfci.2024.issue-3

We are pleased to announce the publication of the latest issue of the journal CFC Intersections (Vol. 3, September 2024): Decolonizing Literature in French and the Question of the White Writer. Essays by Éric Essono-Tsimi, Flavien Falantin, Cornelia Ruhe, Madeline Bedecarré and Amanda Vredenburgh discuss Whiteness as a determining factor in the construction of the modern Republic of Letters, and highlight the (post)colonial as a relational literary matter for White and non-White writers in French.

A podcast hosted by the Journal of French and Francophone Philosophy as part of its “Conversations in Atlantic Theory” offers further insights into this topic through a discussion of our recently published monograph Fictions of Race in Contemporary French Literature: French Writers, White Writing (Oxford UP 2024):

https://open.spotify.com/episode/3yyEdMqZmUKHpp6mHcuSa8

Étienne Achille and Oana Panaïté

4.4 Revolutionary Warfare: How the Algerian War Made Modern Counterinsurgency, Terrence G. Peterson

Product Details

Revolutionary Warfare investigates how efforts to counter a revolution could also be revolutionary. The Algerian War fractured the French Empire, destroyed the legitimacy of colonial rule, and helped launch the Third Worldist movement for the liberation of the Global South. By tracing how French generals, officers, and civil officials sought to counter Algerian independence with their own project of radical social transformation, Terrence G. Peterson reveals that the conflict also helped to transform the nature of modern warfare.

The French war effort was never defined solely by repression. As Peterson details, it also sought to fashion new forms of surveillance and social control that could capture the loyalty of Algerians and transform Algerian society. Hygiene and medical aid efforts, youth sports and education programs, and psychological warfare campaigns all attempted to remake Algerian social structures and bind them more closely to the French state. In tracing the emergence of such programs, Peterson reframes the French war effort as a project of armed social reform that sought not to preserve colonial rule unchanged, but to revolutionize it in order to preserve it against the global challenges of decolonization.

Revolutionary Warfare demonstrates how French officers’ efforts to transform warfare into an exercise in social engineering not only shaped how the Algerian War unfolded from its earliest months, but also helped to forge a paradigm of warfare that dominated strategic thinking during the Cold War and after: counterinsurgency.

4.5 ‘French Studies in Southern Africa’ (n° 54.1)

French Studies in Southern Africa n° 54.1

https://journals.co.za/journal/french

TABLE DES MATIÈRES / CONTENTS

Dossier « Circulation, diffusion et réception mondiale de la littérature africaine francophone »

Katrien Lievois & Mickaëlle Cedergren : Circulation, diffusion et réception mondiale de la littérature africaine francophone : Introduction

Pierre Halen : Paliers et champs locaux dans le système littéraire francophone

Christophe Premat : Le Prix des cinq continents dans la reconnaissance des écrivains africains

Véronique Porra : De l’engagement à la défiance : paradoxes et limites de la réception des littératures africaines francophones en Allemagne au XXIe siècle

Lisbeth Verstraete-Hansen & Simon Hartling : L’« insularisation » de la littérature traduite : Une étude des paratextes de la littérature francophone subsaharienne en traduction danoise (2000 – 2023)

Katrien Lievois : Le pourquoi en traduction. Le cas de figure des traductions néerlandaises d’Abdellah Taïa

Mickaëlle Cedergren & Saloua El Oufir : La légitimité de la littérature marocaine de langue française dans le système éducatif au Maroc

Katrien Lievois : « Un supporter professionnel des littératures africaines » : entretien avec Bernard Magnier

Varias

Michel Brix : Diderot : voyages lointains et colonisation

Jean-Louis Cornille : Louis-Ferdinand Céline : Guère ne pique ce que l’on te donne

Maria Vrancken & Charmion Brown : Stratégies de traduction de la comparaison figurative : la version anglaise de la bande dessinée Aya de Yopougon de Marguerite Abouet et Clément Oubrerie

Ghislain Mouton : Changements en didactique du FLE au Japon : influences méthodologiques et évolutions des manuels

Comptes rendus

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

4.6 Monuments Decolonized: Algeria’s French Colonial Heritage, Susan Slyomovics

https://www.sup.org/books/title/?id=34623

“Statuomania” overtook Algeria beginning in the nineteenth century as the French affinity for monuments placed thousands of war memorials across the French colony. But following Algeria’s hard-fought independence in 1962, these monuments took on different meaning and some were “repatriated” to France, legally or clandestinely. Today, in both Algeria and France, people are moving and removing, vandalizing and preserving this contested, yet shared monumental heritage.

Susan Slyomovics follows the afterlives of French-built war memorials in Algeria and those taken to France. Drawing on extensive fieldwork in both countries and interviews with French and Algerian heritage actors and artists, she analyzes the colonial nostalgia, dissonant heritage, and ongoing decolonization and iconoclasm of these works of art. Monuments emerge here as objects with a soul, offering visual records of the colonized Algerian native, the European settler colonizer, and the contemporary efforts to engage with a dark colonial past. Richly illustrated with more than 100 color images, Monuments Decolonized offers a fresh aesthetic take on the increasingly global move to fell monuments that celebrate settler colonial histories.

4.7 Lessons on Mounting a Museum Exhibit: Furcy Madeleine from Réunion to Little Rock, Arkansas, Imaginaires Vol 14, Issue 2

Volume 14, Issue 2 — Summer 2024 | Lessons on Mounting a Museum Exhibit: Furcy Madeleine from Réunion to Little Rock, Arkansas

Volume 14, Issue 2 — Summer 2024 | Lessons on Mounting a Museum Exhibit: Furcy Madeleine from Réunion to Little Rock, Arkansas

This unusual issue of Imaginaries engages with a form of historical representation we have not previously addressed: the museum. It does so not with the more familiar means of review but by going behind the scenes of an exhibit about Furcy Madeleine, an enslaved man who sued for freedom in early 19^th-century Réunion. Sue Peabody, Jérémy Boutier, and Nate Marvin explain how they translated the conclusions of scholarly monographs to exhibits designed for a broad public, and how they translated Furcy Madeleine’s case from the linguistic, cultural, and historical environment of Réunion, an island in the Indian Ocean, to that of Little Rock, Arkansas, in the southern United States. In so doing, these historians offer new insight into the global reach of the French past. Quite importantly, they offer readers the possibility of sharing in this project by inviting them to host the traveling Furcy Madeleine exhibit at their own institutions and so further extend the reach of French history. If you are interested in hosting, see the final paragraph of this introduction for further details, including contact information.

Furcy Madeleine’s decades-long freedom suit liberated him and created an exceptionally rich paper trail that preserved information about his life, his enslavement, and his ancestors. Indeed, Sue Peabody tells us, we know more about Furcy than any enslaved person in the Francophone world other than Toussaint Louverture. Furcy’s visibility and determination have drawn the attention of historians, novelists, playwrights, and filmmakers. In the conversation that follows, Sue Peabody and Jérémy Boutier draw on their experience collaborating with Gilles Gérard and others on the Étrange histoire de Furcy Madeleine, 1786-1856 exhibit at the Musée Villèle of Réunion to explain the challenges and rewards of representing Furcy’s life to a museum-going public. They describe the delicate process of identifying telling documents, creating illustrations, organizing space, and finding the proper words that might streamline scholarly findings to make visible to museum goers in Réunion and beyond some of the legal foundations of enslavement and the complicated links between race and slavery in the French empire.

Nate Marvin picks up this story to explain how he worked with a team at the UA Little Rock Center for Arkansas History and Culture and students at the University of Arkansas, Little Rock, to transform Réunion’s L’Étrange histoire de Furcy Madeleine into Slavery and Freedom: Journeys Across Time and Space. In the U.S. Marvin and his collaborators added panels to the Furcy exhibit that explore the case of Abby Guy, an enslaved person who sued for freedom in Arkansas at roughly the same time Furcy was making his way through French courts. Furcy and Guy’s cases resonate in sometimes surprising ways: neither of them challenged the institution of slavery nor the association of slavery with blackness, but both of these figures, on opposite sides of the globe, were subject to the same laws, due to the astonishing reach of the 18^th-century French empire.

The Furcy Madeleine/ Abby Guy exhibits are extraordinary events that bring new audiences to French history in innovative ways, as the tenacity and courage of these historical figures encourage audiences to reflect on past and present, self and society, slavery and freedom.

Slavery and Freedom: Journeys Across Time and Space will be on display at UA Little Rock, Downtown until 31 October 2024.

After closing at UA Little Rock, the exhibit will travel to Duke University and to the University of Virginia. Faculty interested in hosting the traveling exhibit at their institutions should contact the Musée de Villèle representative, Jérémy Boutier, boutier.jeremy at hotmail.fr. The exhibit consists of up to 16 double-sided or 32 single-sided free-standing or wall-mounted 80″ x 32″ panels and up to 9 optional videos that can be displayed on closed-circuit monitors (e.g. mounted tablets, or, to save costs, accessed via links on smart phones). The rights to reproduce the panels, and a set of images for publicity, come free of charge. The cost of hosting is therefore limited to the loan of the exhibit space, local/in-house printing of the panels (estimated at $8,000, depending on format), hardware and labor for mounting the panels, (optional) loan of screens and headphones associated with the videos, and any publicity.

Imaginaries is delighted to help publicize and reflect on this fascinating public research project.

Reflections:

Translating Slavery, Freedom, and Race for French and American Publics by Sue Peabody, Washington State University, and Jérémy Boutier, Université d’Aix-Marseille

Furcy Madeleine and Abby Guy: Translating Histories of Slavery and Freedom in Arkansas by Nathan Marvin, University of Arkansas at Little Rock

SFPS Monthly Mailing: September 2024

1. Calls for Papers/Contributions

1.1 5th Global Africas: Afrotopias Conference (Florida State University)