Surréalismes Paris 2024 est la sixième édition de l’International Society for the Study of Surrealism (ISSS), dont le but est de faciliter les échanges interdisciplinaires et inter-régionaux en organisant des événements (colloques, forums, expositions, publications) sur le surréalisme.

L’ISSS promeut l’étude du surréalisme dans toutes ses acceptions et dimensions et présente les nouvelles approches de ses expressions artistiques, littéraires, ou autres. Les congrès de l’ISSS contribuent à créer un réseau international de chercheurs, artistes, écrivains de tous les continents œuvrant dans le champ.

Le pays organisateur en 2024 étant la France, le congrès de l’ISSS Surréalismes Paris 2024 sera organisé sur le campus de l’American University of Paris (AUP) avec pour partenaire le Centre allemand d’histoire de l’art (DFK Paris), l’université Jean Monnet Lyon-Saint-Étienne (ECLLA), l’université Sorbonne Nouvelle.

Surréalismes Paris 2024 se tiendra les 28, 29 et 30 octobre 2024. Outre les sessions académiques et tables rondes diverses, il fera place à d’autres manifestations : projections de films, lectures poétiques, visite de l’exposition sur le surréalisme au Musée national d’art Moderne – Centre Pompidou, etc. dont le détail sera précisé dans la programmation à venir.

2024 est une année particulière qui commémore le centième anniversaire du Premier Manifeste d’André Breton, la parution d’Une Vague de rêves de Louis Aragon ou encore le lancement de la revue La Révolution surréaliste à l’automne 1924. De nombreux événements culturels autour du surréalisme (expositions, colloques, lectures, publications) auront lieu en France. Au-delà de la commémoration, la poursuite des travaux menés par les cinq éditions précédentes du Congrès annuel de l’ISSS, permettra d’accentuer la vitalité du surréalisme, interroger son internationalisation continue de ses origines à aujourd’hui.

« Pour ne pas se dessécher », écrit Benjamin Péret en 1935, le surréalisme doit « sortir du cadre étroit des frontières de la France et prendre une figure internationale». Le congrès de l’ISSS Surréalismes Paris 2024, interdisciplinaire et transversal, sera donc l’occasion d’explorer très largement, cette internationalisation, jusqu’à l’avènement d’un surréalisme global dans un marché culturel mondialisé.

L’audience internationale, et non seulement européenne du surréalisme, mérite d’être débattue. Où et par quelles médiations s’est-il diffusé ? Quelles résistances et quelles adhésions a-t-il rencontrées au cours de son histoire selon les lieux et les cultures ? Quelles ont été les modalités de sa réception en Europe et, au-delà, sur tous les continents ? Comment les relations entre le « centre » supposé (Paris) et les groupes dits « périphériques » se sont-elles développées ? Le surréalisme a-t-il été amoindri ou enrichi par cet élargissement international ? Le mouvement y a-t-il perdu sa nature propre ou, au contraire, y a-t-il puisé les éléments d’un indispensable renouvellement ? Sa progressive marchandisation artistique a-t-elle atténué l’exigence poétique qu’il défendait ? Son esthétisation et sa muséification ont-elles définitivement étouffé la révolte politique qu’il incarnait ? Bref, qu’en est-il du surréalisme aujourd’hui à l’échelle monde ? Quelle subversion poétique, quelle révolte politique peut-il encore nourrir ? Quelles oppositions permet-il encore de formuler ? C’est donc bien l’actualité plurielle du surréalisme, objet des approches les plus diverses, qui nous rassemblera à Paris.

Les propositions de communications individuelles (d’une durée de 20 minutes) doivent comporter un résumé de 250 mots, un titre, l’affiliation professionnelle et les coordonnées de l’intéressé.e. Les propositions de séances pré-organisées (panels), sont vivement souhaitées et peuvent comporter 3 ou 4 communications. Les panels doivent inclure un paragraphe supplémentaire décrivant la logique et indiquant le titre de la séance. Les tables rondes et autres séances aux formats alternatifs sont aussi les bienvenues. Enfin, nous encourageons la participation des doctorant.e.s qui travaillent sur des sujets relatifs au surréalisme élargi.

Les langues d’intervention seront le français, l’anglais et l’espagnol.

Veuillez envoyer vos propositions avant le 15 mars 2024 à l’adresse suivante :

isssparis2024@laposte.net

Réponse avant le mois de 15 mai 2024

Comité organisateur de l’ISSS Paris 2024

Julia Drost (Centre allemand d’histoire de l’art, DFK, Paris)

Fabrice Flahutez (Université Lyon-Saint-Étienne, Institut Universitaire de France)

Olivier Penot-Lacassagne (Université Sorbonne Nouvelle)

Iveta Slavkova (American University of Paris)

1.2 Le patrimoine culturel immatériel : entre construction identitaire et dialogue interculturel (Fès)

Date de tombée (deadline) : 30 Octobre 2024
À : Faculté polydisciplinaire de Taza (Maroc)

Royaume du Maroc

Université Sidi Mohammed Ben Abdellah de Fès

Faculté polydisciplinaire de Taza

Laboratoire de recherche : « Langue, Littérature et Traduction »

Colloque international

Le patrimoine culturel immatériel : entre construction identitaire et dialogue interculturel

Faculté polydisciplinaire de Taza, les 10 et 11 décembre 2024

Argumentaire

Évoquer le patrimoine, c’est plonger dans les tréfonds de la mémoire collective et transcender le simple rappel du passé pour saisir des connexions entre les générations passées, présentes et futures. Le concept de patrimoine s’étend bien au-delà de la préservation des monuments historiques ou la collection d’objets anciens, pour évoquer l’identité culturelle tant au niveau individuel que collectif. Le patrimoine renvoie donc à l’ensemble d’objets et d’événements du passé qui contribuent à la construction identitaire d’un groupe social. Il englobe les valeurs, les croyances, et les traditions d’une société, renforçant ainsi le sentiment d’appartenance et l’identité culturelle.

Le patrimoine, conçu comme l’un des vecteurs majeurs de l’identité culturelle, joue un rôle crucial dans la promotion du sentiment d’appartenance et du dialogue interculturel. C’est, en effet, un moyen considérable dans la célébration des différences culturelles qui permet, par ailleurs, de souligner les éléments partagés unissant les communautés. Cela devient particulièrement important à une époque marquée par la montée de la technoscience et des différentes forces susceptibles de menacer la diversité culturelle.

Force est de rappeler que la notion de patrimoine culturel a évolué de manière significative ces dernières décennies grâce à tant d’initiatives telles que celles de la Convention de l’UNESCO[1], laquelle convention a élargi la définition du patrimoine culturel pour inclure le patrimoine immatériel. D’après cette convention, le patrimoine culturel ne se limite plus aux objets physiques, mais englobe également les traditions, les arts de spectacle, les pratiques sociales, les rituels, les événements festifs, les connaissances léguées par les ancêtres, etc. La reconnaissance de l’UNESCO est intéressante dans la mesure où elle met en lumière l’importance des éléments culturels qui échappent à la conservation matérielle.

Le patrimoine culturel immatériel, estimons-nous, est un véritable trésor en raison de son rôle dans la préservation de la diversité culturelle. C’est le reflet de l’ensemble des pratiques sociales qui ancrent une communauté dans son Histoire et dans son identité culturelle. Cependant, il devient de plus en plus vulnérable car ces éléments sont plus que jamais menacés par l’oubli, les influences extérieures, et les métamorphoses sociales, etc. D’où l’importance de leur préservation afin de contribuer à la richesse culturelle nationale et internationale.

Au Maroc, la profondeur et la richesse de la culture nationale dans tous ses aspects : arabe, amazighe, islamique, juive, sahraouie, etc. a donné naissance à un patrimoine culturel riche et diversifié. Cela témoigne de l’héritage historique et des influences plurielles qui ont marqué le Royaume Chérifien au fil des siècles.

Ce colloque international vise à mettre en lumière cette diversité culturelle en se penchant sur les multiples facettes du patrimoine culturel marocain, avec un accent particulier sur le patrimoine culturel immatériel de la ville de Taza.

La province de Taza regorge de richesses patrimoniales culturelles qui dévoilent l’identité unique de la région. Là, des tribus aux origines diverses, qu’elles soient arabophones ou amazighophones, coexistent et contribuent à la richesse historique et culturelle de la province. En outre, la médina de Taza et ses enceintes classées au patrimoine architectural et urbanistique au niveau national attestent de l’importance de la ville dans le marché culturel marocain, voire mondial.

Ce colloque international aspire à mettre en avant la richesse du patrimoine culturel immatériel marocain et à plaider pour le promouvoir et le préserver. Il sera l’occasion de discuter de divers aspects du patrimoine culturel marocain, notamment :

– Le patrimoine culturel et transmission,

– Le patrimoine culturel face aux risques de la disparition,

– Le patrimoine culturel et l’identité,

– Le patrimoine culturel et l’oralité,

– Le patrimoine culturel et les arts,

– Le patrimoine culturel et les pratiques sociales,

– Le patrimoine culturel et la littérature,

– Le patrimoine culturel et les langues,

– Le patrimoine culturel et la modernité,

– Le patrimoine culturel et les défis de numérisation et d’innovation,

– Etc.

Ce colloque international représente une opportunité pour explorer en profondeur la richesse du patrimoine culturel immatériel du Maroc, et celui de Taza en particulier, tout en soulignant l’importance de le préserver pour les générations futures. Il témoigne également de l’engagement de l’université marocaine en faveur de la diversité culturelle, de l’ouverture sur autrui et du dialogue interculturel.

Coordination:

Naïma BOUHALI & Mohamed LACHKAR

Important :

– Les propositions de communication pour le colloque accompagnées d’un résumé et d’une notice biobibliographique doivent parvenir aux coordinateurs avant le 30 octobre 2024.

– Langues de participation : français, arabe, amazigh.

À adresser conjointement avant le 30 octobre 2024 à :

Pr Naïma BOUHALI (FPT, USMBA) : naima.bouhali@usmba.ac.ma

Pr Mohamed LACHKAR (FPT, USMBA) : mohamed.lachkar8@usmba.ac.ma

[1] Cf. Convention adoptée, en 2003, par la Conférence Générale de l’UNESCO, à sa 32ème session, portant sur la sauvegarde du patrimoine culturel immatériel.

1.3 World Poetry Today. Production, Translation, Reception (Tartu, Estonie)

Date de tombée (deadline) : 30 Octobre 2024
À : Tartu, Estonia

World Poetry Today: Production, Translation, Reception

Tartu, Estonia, October 1 to 4, 2025

Poetry is inherently “worldly”, both polytemporal and polyspatial, as stated by Jahan Ramazani. While poems belong to their immediate historical moment and national culture, they are at the same time transnational as well as transhistorical through their forms, techniques, rhetorical strategies, and language. (J. Ramazani, Poetry in the Global Age, 2020) Using the term “world poetry”, we wish to invite papers which focus on the intercultural dissemination of poetry and explore how the worldwide production, translation, and reception of poetry are influenced by (and in turn influence) the digital environment, which has led to the emergence of new mediums/forms of poetry. Today, poetry is living and circulating as never before, both in book form and in the digital as well as the physical environment – its spread into the public space is already demanding attention in poetry studies (see C. Benthien, N. Gestring, Public Poetry, 2023). Defined by Tartu’s renowned literary scholar Juri Lotman as “complexly constructed meaning” (Analysis of the Poetic Text, 1976, p. 35), poetry continues to pose new challenges for writers and translators, critics and readers.

The keynote speakers are Claudia Benthien (Universität Hamburg), Francis R. Jones (Newcastle University), Jahan Ramazani (University of Virginia) and A.E. Stallings (University of Oxford).

Papers are invited to address the following issues:

The notion of “world poetry”

How to think about “world poetry”? How worldly are its poetic forms, techniques, rhetorical strategies and languages? Does it have the capacity to convey shared human values? What is the world poetry canon today and how has it changed over time? Can we conceive of a world poetry canon in the globalizing world?

How equal is the world of poetry? What is the specific status of small poetry cultures compared to major poetry cultures? How does the digital era transform questions of local and global as well as tradition and innovation of poetic expression and forms?

Translating poetry

Starting from early translations of world poetry, which used to showcase a particular translator’s skills of creative co-production, to contemporary fan translations ways of engaging with poetry have changed over the centuries.

What is the influence of world poetry and its translation on national cultures? What is the role and status of translated poetry in national literatures?

How have different aesthetic concepts, critical approaches or political ideologies affected poetry translation in the past and how do they affect it now?

What are the methods for preserving the structural integrity of a poem during translation? How can the semantic structure of verses be effectively translated? How are non-verbal elements and codes in poetry conveyed in translation?

What happens when a poet self-translates and how does this differ from non-authorial translation?

Are there limits to poetry translation? Which methods and phenomena, such as Nachdichtung, Umdichtung, indirect translation and other translation strategies, have been used and are used to transmit poetic expression? How has the understanding of translatability and untranslatability of poetry developed over time?

How do new technological tools (machine translation and artificial intelligence) influence poetry translation culture? What new approaches to poetry translation have these generated? What impact can they have on understanding and studying world poetry?

Poetry and multilingualism

How does poetry use and combine different natural languages in the past and today? What is the role of English as a lingua franca in contemporary non-English poetry? What is the position of dialect poetry in the increasingly globalizing world?

What has been and is the function of multilingualism in poetry? How does poetry function in a multilingual community and/or under intercultural and interlinguistic influences?

What happens to multilingual poetry in translation?

Poetry between media

How does the lyric mode relate to other forms and modes of expression (storytelling, music, visual arts, etc.)? Papers exploring phenomena such as transmediality, performativity, intersemiotic translation of poetry are welcome.

The conference venue is Tartu, which is a UNESCO City of Literature and the 2024 European Capital of Culture, has a rich poetry scene. See more here: https://tartu.kirjandus.ee/

Venue and travel information can be found on the conference website.

The deadline for submitting abstracts (200-300 words) with short bionotes as well as proposals for panels or poster presentations is October 30, 2024. Abstract submission and conference registration forms can be found here.

E-mail address of organizing committee is evka2025@lists.ut.ee

Acceptance notices will be sent by January 15, 2025. The panel proposal should include a brief description of the panel (100-200 words), the names and bionotes of the convenors and the abstracts and bionotes of the panelists. Panels can include 3 or 4 presentations.

The main working language is English, poster presentations are also welcome in Spanish, French, German and Estonian.

The conference participation is free of charge. Participants cover their own costs of travel, accommodation and catering. If necessary, conference organizers advise and assist in making suitable arrangements.

The conference is the initiative of two research projects funded by the Estonian Research Council: “The Factor of Lyrical Poetry in the Formation of Small Literatures” (PRG1106, 2021-2025), led by Liina Lukas, Professor of Comparative Literature at the University of Tartu and “Translation in History, Estonia 1850-2010: Texts, Agents, Institutions and Practices” (PRG1206, 2021−2025), led by Daniele Monticelli, Professor of Translation Studies and Semiotics at Tallinn University. It will bring together the results of both projects placing them in a wider international comparative context.

Organizing committee

Liina Lukas (University of Tartu)

Daniele Monticelli (Tallinn University)

Rebekka Lotman (University of Tartu)

Miriam McIlfatrick-Ksenofontov (Tallinn University)

Katre Talviste (University of Tartu)

Maris Saagpakk (Tallinn University)

Saara-Lotta Linno (University of Tartu)

Jaanus Valk (University of Tartu)

1.4 Circulation(s. 39e Congrès International du CIÉF (Le Cap, Afrique du Sud)

Date de tombée (deadline) : 30 Octobre 2024
À : Le Cap, Afrique du Sud

39e Congrès International du CIÉF au Cap, en Afrique du Sud, du 9 au 15 juin 2025

Thème directeur du congrès : Circulation(s)

Le Cap, du 9 au 15 juin 2025

L’édition 2025 du congrès du Conseil International d’Études Francophones (CIÉF) se déroulera au Cap, en Afrique du Sud. Cette région d’une riche complexité, située au carrefour des circulations australes, nous invite à réfléchir sur les circulations de toutes sortes, ce qui sera le thème directeur de notre congrès.

Ville dynamique et multiculturelle, Le Cap est nichée entre la célèbre Montagne de la Table et le vaste océan Atlantique. Connue pour sa riche histoire, sa diversité culturelle et son paysage socio-économique dynamique, Le Cap constitue un cadre idéal pour nos discussions sur les circulations. Le rôle historique de la ville en tant que port et son statut contemporain de capitale parlementaire et de pôle d’innovation et de créativité en font un lieu approprié pour explorer les complexités des mouvements et des échanges dans le monde francophone et dans la francophonie australe.

Dans un monde globalisé où l’information, les populations et les biens circulent plus rapidement que jamais, nous souhaitons engager une réflexion et une conversation dynamiques sur la notion de circulation(s). L’accélération de ces échanges a des implications profondes sur le fonctionnement des sociétés, les interactions culturelles et la façon dont les individus combinent leurs identités et leurs expériences. L’Afrique, souvent perçue comme une entité monolithique, est en réalité un véritable carrefour de migrations internes et externes, et de circulations de populations, d’idées, de technologies et de cultures multiples, diverses et variées. Cette dynamique est particulièrement prégnante dans les sociétés diversifiées et vibrantes du continent, chacune avec ses contextes historiques et contemporains uniques.

Des anciennes routes commerciales qui reliaient les royaumes africains à l’Asie et à l’Europe, aux autoroutes numériques contemporaines qui facilitent la communication instantanée et l’échange culturel, le concept de circulation en Afrique est multiforme et historiquement enraciné. Les schémas migratoires, volontaires et forcés, ont façonné les paysages démographiques et culturels, conduisant à une riche matrice de langues, de traditions et d’innovations. Les avancées technologiques, en particulier dans les communications mobiles et la connectivité internet, ont encore accéléré ces processus circulatoires, permettant de nouvelles formes d’activité économique, d’interaction sociale et de production culturelle.

La circulation des idées et des pratiques culturelles remet en question et enrichit les traditions locales, favorisant des identités hybrides et de nouvelles formes d’expression. Ces processus mettent également en lumière le rôle du continent dans les réseaux mondiaux de production et d’échange de connaissances. En examinant ces diverses formes de circulation, nous visons à dévoiler les complexités et les contradictions qui définissent l’expérience en Afrique et dans la sphère francophone dans un contexte global. Nous espérons susciter des conversations qui reconnaissent non seulement les contributions du continent africain et des autres régions francophones aux mouvements mondiaux, mais qui engagent également de manière critique les défis et les opportunités qui découlent de telles circulations. Ce congrès cherche à rassembler des chercheurs avec diverses expertises pour explorer ces thèmes, favorisant une compréhension nuancée de la circulation dans le monde contemporain.

Nous invitons les propositions de sessions complètes ou de communications individuelles qui abordent notamment les problématiques suivantes :

Circulation(s)
Acculturation, aliénation, assimilation
Approches linguistiques, traduction, pédagogie
Catastrophes naturelles et désastres humains
Communauté, langue, nation, déterritorialisation
Conflits, interactions et droits politiques, culturels, et/ou linguistiques
Convergences et divergences au féminin
Centre(s) et périphéries de la francophonie
Déplacements, exil, immigration, migration, traversées
Démocratie, néolibéralisme, néocolonialisme
Dialogisme, polyphonie
Discours d’inclusion, pratiques d’exclusion / Rhétorique de la diversité, de l’exclusion, de la discrimination
Éco-critique, géo-critique, post-humanisme
École multiculturelle, école républicaine
Espace culturel
Esthétiques intermédiales: cinéma, bande dessinée, blogue, vidéo, rap, hip-hop, graffiti, arts de la rue etc.
Expressions minoritaires
Figures de l’étranger, de l’immigrant, du métis
Formes artistiques de la créolisation culturelle « Nous » et/ou « les Autres »
Identité, altérité, diversité
Intersectionnalité classe/race/genre/sexe
Le français – langue dominante, langue résistante
Lieux de rencontre(s), marges, frontières, limites, seuils
Palimpseste, intertextualité, transtextualité
Pédagogies de l’empathie et de l’altérité
Poétiques de la relation
Politiques relationnelles
Récits de voyage
Relation(s) critique(s)
Sociolinguistique et différence
Sociolinguistique des zones de contact
Sociologie de l’amitié
Thématiques du conflit et de la fraternité
Transferts culturels /Ethnolinguistique et transculturalité
Transnationalisme

Afin d’encourager de manière interdisciplinaire le développement des études, de la recherche et des publications portant sur la littérature, la langue, la culture et les arts dans tout le monde francophone, le CIÉF accueille un large éventail de sessions regroupées sous ces thèmes. Nous acceptons également des propositions dans lesquelles la francophonie est un facteur principal, permettant aux participants de se rassembler autour de problématiques contemporaines, sous les grandes catégories de LANGUE-CULTURE-LITTÉRATURE-HISTOIRE-PÉDAGOGIE.

Les appels pour les sessions complètes doivent être soumis avant le 15 septembre ; les sessions complètes et les propositions de communications individuelles doivent être soumises avant le 30 octobre 2024. Veuillez inclure un titre, un résumé (250 mots). Les soumissions et les demandes de renseignements peuvent être soumises sur le site du CIEF (https://secure.cief.org/wp/formcommunication/).

Rejoignez-nous au Cap pour explorer et discuter des réseaux complexes de circulation qui définissent notre époque contemporaine !

1.5 Fabriquer autrement : vers de nouvelles manières de “faire livre” (Saint-Denis)

Date de tombée (deadline) : 31 Octobre 2024
À : Université Paris 8 Vincennes _ Saint-Denis

Fabriquer autrement : vers de nouvelles manières de « faire livre »

Appel à contributions

Unité de recherche FabLitt (Fabrique du Littéraire)

Université Paris 8 Vincennes __ Saint-Denis

En collaboration avec l’Association pour l’écologie du livre

À quelles fins et avec quels effets sur notre planète des millions de livres sont-ils édités chaque année ? À quelles conditions leur confection incessante contribue-t-elle à influer sur nos façons d’agir, de penser, ou de faire communauté ? Comment appréhender cette métamorphose de nos paysages intérieurs et extérieurs, telle qu’imposée par leur présence massive ?

C’est à la lumière de ces questions que se dessinent les contours spécifiques à la totalité livresque, que nous gagnerions à analyser, à discuter, mais aussi à transformer.

Ainsi, du sentiment diffus qu’il y aurait « trop de livres » découle la nécessité d’en revisiter l’économie et l’écologie comme d’en recenser les imaginaires historiques, d’en remodeler les matérialités, ou d’en multiplier les modes d’explorations.

C’est à l’amorce de cette réflexion collective qu’espère contribuer la journée d’étude “fabriquer autrement” proposée par l’unité de recherche FabLitt de l’Université Paris 8 Vincennes _ Saint-Denis (https://fablitt.univ-paris8.fr/), en collaboration avec l’Association pour l’écologie du livre (https://ecologiedulivre.org/).

—

Les livres, tous les livres à la fois. Tous ceux qui existent en cet instant sur la planète, mais aussi tous ceux à avoir jamais été écrits. On peut en conceptualiser la totalité en les rangeant dans les rayons d’une vaste bibliothèque borgésienne, où s’égarent les archivistes. Mais on peut aussi la faire survenir autrement : comme une strate, ou comme une croûte – de papier, de cuir, de mots, d’impressions, d’inscriptions – sédimentée à la surface de la planète. Le terme « livre » lui-même, dont l’étymologie (du latin liber) provient de la pelure, de l’écorce, nous ramène à cette idée pelliculaire. Ainsi la matière arrachée à la terre y revient sous forme de petits morceaux étranges, consultables à l’envie, et qui croupissent, plus ou moins discrets, dans des recoins sombres. Une croûte pour une croûte : terrestre puis sémiotique.

Ce processus n’a rien de métaphorique. Ce qui rend possible la transition d’une strate « naturelle » vers une strate « culturelle », ce n’est pas seulement que nous écrivions, que nous lisions. Plutôt : c’est que nous fabriquions. Et que nous fabriquions en masse. Des millions et des millions de livres, chaque année, dont l’assemblage nécessite de la pâte à papier issue de la déforestation, des milliards de mètres cube d’eau, des dépenses énergétiques colossales, des produits polluants, des circuits de transports gigantesques, le tout encouragé par des stratégies financières, dans l’ignorance coupable de la vaste précarisation des travailleurs concernés[i]. Et pour quel résultat ? Rien qu’en France, entre 13 et 25 % de ces livres finira au pilon[ii]. Un autre pourcentage, inquantifiable mais non négligeable, ne sera tout simplement jamais lu.

De ce point de vue, le livre, c’est la production, du débitage. Il est indissociable de ces chaînes, gourmandes, qui relient différents points du globe, et incitent à la frénésie publiante. Ainsi, s’il existe un phénomène géologique livresque, ce serait bien dans le sens de ce que Kathryn Yusoff appelle un « mode normatif de matérialité[iii] », articulé selon des logiques d’accumulation et d’extraction, et par lequel sont réglementées puis orientées les relations de pouvoir qui les rendent effectives. À ce titre, les livres ont ceci de particulier qu’ils incarnent ces logiques à un double niveau : à la fois en tant que produit de l’exploitation des matières premières, mais aussi en tant que procédés normatifs qui maintiennent la machine productiviste en fonction.

Ainsi, en ce qu’ils participent concrètement de l’épuisement des sols comme du maintien de l’ordre symbolique et de ses divisions fondamentales[iv] (du travail, de classe, de race, de genre), les livres ne recouvrent pas seulement notre environnement, mais ils le modèlent. Parmi toutes les grandes entreprises techno-sociales plus ou moins contingentes actuellement à l’œuvre, celle-ci n’est pas la moindre : les livres, envisagés dans leur totalité, contraignent, réifient, ensevelissent.

Pourtant, et pour ne garder que le seul exemple français, la part de l’industrie du livre dans la consommation totale de papier graphique en représente seulement 7,8 %[v]. De même, son impact énergétique et cognitif semble bien dérisoire au regard, par exemple, de celui des géants du numérique. En outre, aucune approche de ce phénomène ne serait pertinente sans prendre en compte les singularités locales comme les disparités impérialistes qui continuent de scinder les Nords et les Suds. Dès lors cette totalité, dans laquelle nous paraissons imbriqués, se trouve elle-même télescopée, déformée, renversée, selon qu’on en ajuste le contexte ou l’échelle.

Quoiqu’il en soit les livres, dont nous avons pris l’habitude, depuis leur codexification imprimée, de ne considérer que le contenu textuel, vaporeusement réparti dans la noosphère, ne sont plus qu’une affaire de Savoir ou de Littérature, mais bien de relation, de reproduction et d’habitabilité. Ecrire autrement, publier autrement, consommer autrement, lire autrement – en somme, fabriquer autrement : cela est devenu un impératif, qui ne devrait pas concerner que le secteur de la culture[vi].

C’est donc à l’intersection de ces déterminismes, de nos pratiques et des complicités qui en résultent que se définira cette totalité dont nous proposons de discuter l’avenir, à partir des questions suivantes :

– Quelles techniques, quels matériaux, sont nécessaires à l’élaboration d’un livre moins consommateur en ressources et en énergie ? Quels sont les protocoles qui permettraient sa mise en œuvre ?

– Comment reconsidérer le problème des invendus et de leur destruction ?

– Comment confronter et infléchir la tendance aux monopoles éditoriaux surproductivistes ?

– Comment rééquilibrer les processus de production de manière à contrer les violences économiques dont souffrent une grande partie des acteurs impliqués ?

– Si le livre, dans son hégémonie même, reste indissociable d’une subjectivité libérale, mâle, blanche et occidentale, où se situent les tentatives de l’en désengager ?

– Comment, en retour, s’assurer que l’analyse de cette hégémonie ne succombe pas à l’eurocentrisme, à la fétichisation ou à l’occultation d’autres structures de domination, comme du potentiel émancipateur des livres ?

– Dans la mesure où les institutions (culturelles, critiques, éditoriales) qui portent les livres restent structurées par les mêmes impensés, quelles seraient les bases de leur refondation ?

– Dans l’hypothèse d’une restriction, peut-être nécessaire, des titres de publication et de leur diffusion, comment rediriger nos désirs et nos pratiques de lecture comme de rédaction ?

– De manière plus générale, à quels redéploiements des imaginaires cela incite-t-il ? Et quelles écritures ou procédés fictionnels seraient en mesure de les traduire ?

Pour ce faire, l’unité de recherche FabLitt de l’Université Paris 8 (https://fablitt.univ-paris8.fr/) et l’Association pour l’écologie du livre (https://ecologiedulivre.org/) invitent écrivain.es, éditeur.ice.s, libraires, imprimeur.euse.s et chercheur.euse.s à participer à une réflexion collective, qui n’exclut a priori aucun des aspects politiques, ontologiques, économiques, matériels, écologiques ou littéraires que suscitent ces enjeux.

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Une journée d’étude est ainsi prévue le mercredi 2 avril 2025, pour rassembler les initiatives ou les travaux déjà en cours et poser quelques jalons des développements à venir (rencontres interprofessionnelles, conférences, ateliers d’écriture…) afin de lutter pour de nouvelles manières de faire livre.

Les propositions d’interventions à cette journée d’étude du 2 avril 2025 sont à adresser avant le 31 octobre 2024 à l’adresse suivante : pourfairelivre@gmail.com et seront soumises à un comité scientifique composé de Lionel Ruffel (professeur de littérature générale et comparée et de création littéraire à l’Université Paris 8), Yves Citton (professeur de littérature et média à l’Université Paris 8), Marin Schaffner (auteur, traducteur, éditeur, cofondateur de l’Association pour l’écologie du livre), Marie Cazaban-Mazerolles (maîtresse de conférences en littérature générale et comparée à l’Université Paris 8) et Adrien Chassain (maître de conférences en création critique à l’Université Paris 8).

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[i] WWF, « Vers une économie circulaire dans le livre », 2019, en ligne : https://www.wwf.fr/sites/default/files/doc-2019-12/20191125_Rapport_Vers-une-economie-plus-circulaire-dans-le-livre_WWF_min.pdf
[ii] CHARTE DES AUTEURS ET ILLUSTRATEURS JEUNESSE, « Mes livres mettent-ils la planète en danger ? 12 questions pour agir », 2023, en ligne : https://www.la-charte.fr/wp-content/uploads/2023/11/LA%c2%b7CHRT_Guide_LivrDurable_Exe_Web.pdf
[iii] YUSOFF Kathryn, « Mine as Paradigm », E-Flux, 2021, en ligne : https://www.e-flux.com/architecture/survivance/381867/mine-as-paradigm/
[iv] THOBURN Nicholas, Anti-Book – On the Art and Politics of Radical Publishing, University of Minnesota Press, 2016
[v] Communiqué du SYNDICAT NATIONAL DE L’EDITION, « 98% du papier acheté par les éditeurs de livres est certifié ou recyclé en 2021 », 2023, en ligne : https://www.sne.fr/actu/98-du-papier-achete-par-les-editeurs-de-livres-est-certifie-ou-recycle-en-2021/
[vi] ASSOCIATION POUR L’ECOLOGIE DU LIVRE, Le livre est-il écologique ? Matières, artisans, fictions, Wildproject, 2020

1.6 Être francophone : échanges, espaces et appartenances (revue Port Acadie)

Date de tombée (deadline) : 31 Octobre 2024
À : Nouvelle-Écosse

Être francophone : échanges, espaces et appartenances

Appel à contributions pour la revue Port Acadie (31 octobre 2024)

Être francophone : qu’est-ce que cela signifie dans un monde qui devient de plus en plus complexe ? Qui sont les personnes qui peuvent et qui veulent se rassembler sous cette bannière, et pour quelles raisons, en Acadie et partout ? Peut-on dire que les institutions de la Francophonie/francophonie(s) créent, entre autres, de véritables échanges artistiques, linguistiques, culturels et économiques ?

Inspirés par les deux premières éditions du colloque étudiant de la maîtrise ès arts en Cultures et espaces francophones de l’Université Sainte-Anne, nous sollicitons des contributions des chercheur·e·s-étudiant·e·s et récent·e·s diplômé·e·s de tous les cycles universitaires (baccalauréat, maîtrise et doctorat) pour le numéro double 42-43 de Port Acadie : revue interdisciplinaire en études acadiennes.

Les textes peuvent explorer, entre autres, les thèmes suivants :

Inclusivité et sentiments d’appartenance chez les francophones
Expériences et défis vécus en tant que minorités linguistiques francophones
Différents échanges dans les espaces francophones : culturels, économiques, etc.
Contacts linguistiques dans les espaces francophones
Intégration des immigrants et immigrantes dans les milieux francophones

Afin de mieux appréhender ces thèmes, nous recevrons avec plaisir des soumissions pour le numéro double 42-43 de Port Acadie : revue interdisciplinaire en études acadiennes, à paraître en 2025.

Port Acadie publie des textes arbitrés (en français ou en anglais) tels que des études scientifiques et des notes de recherches, tout comme des textes de réflexion, des comptes rendus d’ouvrages scientifiques et d’oeuvres littéraires, des entretiens et des textes de création. Les manuscrits destinés au numéro du printemps/automne 2025 devront nous parvenir d’ici le 31 octobre 2024.

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Pour de plus amples renseignements, veuillez voir le site de la revue ou nous écrire à l’adresse suivante : port-acadie@usainteanne.ca

1.7 “Qu’as-tu fait de mon pays ?” L’engagement littéraire des littératures autochtones contemporaines au Québec

Date de tombée (deadline) : 01 Novembre 2024
À : France, Lille, Université de Lille, Campus Pont de Bois

Appel à communications

« Qu’as-tu fait de mon pays ? »

L’engagement littéraire des littératures autochtones contemporaines au Québec

Journée d’étude organisée par

Julie Fromont et Paul Dirkx (ALITHILA, ULR 1061)

Université de Lille, site Pont de Bois, Maison de la recherche, bâtiment F,

3 avril 2025

« Dans mon livre, il n’y a pas de parole de blanc. Quand j’ai songé à écrire pour défendre ma culture et la culture de mes enfants, j’ai d’abord bien réfléchi, car je savais qu’il ne fait pas partie de ma vie à moi d’écrire » : tels sont les premiers mots de l’essai pamphlétaire d’An Antane Kapesh paru en 1976 et traduit par José Mailhot (Kapesh, 1976). Œuvre littéraire pionnière de l’écriture en innu-aimun rééditée en 2019 et préfacée par l’écrivaine innue Naomi Fontaine, Je suis une maudite sauvagesse demeure l’un des emblèmes, si ce n’est le déclencheur de l’émergence des littératures autochtones au Québec au crépuscule du XXe siècle. L’autrice et femme politique innue An Antane Kapesh s’érige en porte-parole des peuples des Premières Nations qui, avec les Inuits et les Métis, représentent aujourd’hui plus d’un million de personnes disséminées à travers le Canada. Ces premiers habitants appelés à tort « Indiens » dans ce « Nouveau Monde » institué comme un territoire à conquérir et à investir par les premiers colons européens du XVIe siècle, se revendiquent eux-mêmes comme étant essentiellement définis par leur existence originelle et antérieure à la présence européenne au Canada, nom d’origine iroquoise signifiant « la Terre ».

Ainsi, les communautés autochtones d’Amérique du Nord, évincées du récit historique et assignées au silence par la doxa (post)coloniale, ont décidé vers 1975 de prendre la parole et de s’emparer de l’écriture comme outil de revendication de leurs droits. C’est à la suite de diverses réformes ayant pour but d’invisibiliser (Côté, 2018) encore un peu plus leur culture – pensons au Livre Blanc de 1969 (Lany, 2018) – que des prises de position des communautés ont émergé en de nombreux endroits du territoire et qu’un foisonnement contestataire, notamment littéraire, est apparu dans les années 70 s’ancrant dans le mouvement des Native American Civil Rights initié par l’écrivain amérindien Navarre Scott Momaday. Vingt ans plus tard, on constate une renaissance du mouvement qui semble trouver son apogée cette dernière décennie, à un moment où maisons d’édition, salons du livre spécialisés et exportations d’œuvres – de la poésie à la fiction, en passant par le slam et le rap – ne cessent de se multiplier. Kapesh envisageait son œuvre comme un acte de résistance, quand Rita Mestokosho, poète pionnière innue et également militante, prenait la défense de la rivière Romaine, menacée d’exploitation industrielle (Mestokosho, 1995). Plus tard, il y aura Joséphine Bacon, cette « survivante d’un récit qu’on ne raconte pas » (Bacon, 2009) qui se dresse en passeuse de messages poétiques face aux effets de l’idéologie coloniale de la terra nullius (Bibeau, 2023). Aussi les décennies au tournant du XXIe siècle ont-elles été marquées globalement par un engagement culturel vécu comme existentiel.

La question qui animera notre journée d’étude sera de savoir ce qu’il en est depuis, de mieux comprendre l’évolution de ce corpus qui se traduit, au-delà de l’hybridité polymorphique (notamment linguistique) par une exploration de genres nouveaux aux résonances « post-contemporaines ». Si le processus de réconciliation entamé dans les années 2000 et renforcé par les gouvernements de Justin Trudeau a certes contribué à une certaine avancée dans la mise en lumière de ces communautés victimes d’innombrables mesures et projets d’assimilation culturelle, l’effervescence nouvelle est surtout due à une mobilisation croissante et convergente d’artistes et d’écrivains des Premières Nations. Des autrices contemporaines telles que Marie-Andrée Gill et Natasha Kanapé Fontaine innovent de nos jours par une poésie profondément empreinte d’une volonté de s’inscrire dans la tradition tout en s’ouvrant aux différents enjeux culturels et littéraires tournés vers l’avenir. Les années de recensement et d’anthologies d’autrices et d’auteurs à travers les communautés sont révolues : ils existent aujourd’hui par eux-mêmes et pour eux-mêmes, dans une logique d’autonomisation littéraire dont la dynamique est mondiale (Casanova, 1999) et qui semble associée à un processus local d’« autohistoire » (Sioui, 1989). Il s’agira, à travers des analyses de textes sensibles à leurs conditions d’engendrement sociolittéraires, de continuer à s’interroger sur la place des questions identitaires et sociopolitiques dans les productions autochtones littéraires au Québec. Mais on se posera aussi et surtout, sans présupposer quelque ère nouvelle, la question de savoir dans quelle mesure l’autonomisation littéraire reformule les revendications culturelles, notamment en reconfigurant ou en innovant les modalités scripturales. Si les diverses œuvres sont toujours autant de prises de position, au sens d’une affirmation de soi qui reste de mise car intrinsèque à l’acte d’écriture pour les principaux concernés, on analysera dans quelle mesure elles tendent à privilégier un engagement moins identitaire que littéraire sous l’effet d’un champ littéraire contemporain, plurilingue – notamment francophone – et interculturel. On tentera de rapporter ces questions au fait que les textes, en mêlant divers outils et formes artistiques modernes, ont tendance à remodeler certaines pratiques ancestrales, motivées par la nécessité de perpétuer les traditions pour les faire survivre.

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Les propositions pour une communication de 25 minutes de 2000 à 3000 signes, accompagnées d’une notice bio-bibliographique (comportant aussi adresse, adresse courriel, numéro de téléphone et rattachement institutionnel), sont à envoyer jusqu’au 1er novembre 2024 à

julie.fromont@univ-lille.fr et paul.dirkx@univ-lille.fr.

Une réponse sera envoyée le 30 novembre 2024. Les communications seront publiées dans un numéro de revue avec comité de lecture.

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Bibliographie indicative

BACON, Joséphine, Bâtons à message / Tshissinuatshitakana, Montréal, Mémoire d’encrier, coll. Poésie, 2009.

BIBEAU, Gilles, Les Autochtones. La part effacée de l’histoire, Montréal, Mémoire d’encrier, coll. Essai, 2023.

BOUDREAU, Diane, Histoire de la littérature amérindienne au Québec. Oralité et écriture, Montréal, L’Hexagone, coll. Essais littéraires, 1993.

CASANOVA, Pascale, La République mondiale des Lettres, Paris, Seuil, 1999.

CÔTÉ, Jean-François – CYR, Claudine (dir.), La renaissance des cultures autochtones. Enjeux et défis de la reconnaissance, Paris / Québec, Hermann / Presses de l’Université Laval, coll. Américana, 2018.

DELÂGE, Denys, Le pays renversé. Amérindiens et Européens en Amérique du Nord-Est 1600-1664, Montréal, Boréal, 1985.

GATTI, Maurizio – DORAIS, Louis-Jacques (dir.), Littératures autochtones, Mémoire d’Encrier, Montréal, coll. Essai, 2010.

GAUVIN, Lise (dir.), Les langues du roman : du plurilinguisme comme stratégie textuelle, Montréal, Presses de l’Université de Montréal, coll. Espace littéraire, 1999.

GIROUX, Dalie, Parler en Amérique. Oralité, colonialisme, territoire, Montréal, Mémoire d’encrier, coll. Essai, 2019.

HAREL, Simon, Le voleur de parcours. Identité et cosmopolitisme dans la littérature québécoise contemporaine, Montréal, XYZ, coll. Documents, 2000.

HAREL, Simon, Place aux littératures autochtones, Montréal, Mémoire d’encrier, coll. Cadastres, 2017.

KAPESH, An Antane, Je suis une maudite sauvagesse / Eukuan nin matshimanitu innu-ishkueu. Traduction française José Mailhot, Montréal, Léméac, coll. Dossiers, 1976.

LANI, Soraya, « Chapitre 11. Pour une lecture “hétérotemporelle” de la fiction amérindienne brésilienne et québécoise. Ourse bleue, de Virginia Pésémapéo Bordeleau et Todas as coisas são pequenas, de Daniel Munduruku », Bernd Zilá, Patrick Imbert et Rita Olivieri-Godet (dir.), Espaces et littératures des Amériques. Mutation, complémentarité, partage, Québec / Paris, Presses de l’Université Laval / Hermann, coll. Américana, 2019, p. 223-242.

MESTOKOSHO, Rita, How I see life, grandmother / Eshi uapataman nukum / Comment je perçois la vie, grand-mère. A collection of poetry in Innu, French and English. Exclusive preface by J.M.G. Le Clézio Nobel laureate in Literature 2008, s.l., Beijbom Books, 1995.

SIOUI, Georges E., Pour une autohistoire amérindienne. Essai sur les fondements d’une morale sociale, Québec, Les Presses de l’Université Laval, 1989.

TRIGGER, Bruce, Les Indiens, la fourrure et les Blancs. Trad. Georges Khal, Montréal, Boréal, 1990.

UZEL, Jean-Philippe, « La notion d’”autochtonie” dans la littérature et les arts visuels contemporains », Captures, 3, 1 (mai 2018), https://doi.org/10.7202/1055832ar.

1.8 Call for Papers for the International Research Workshop at the University of Glasgow (20 February 2025)

Deadline:15 November 2024

Migrant Aspirations and New Models of Citizenship: A Changing Landscape

Organizers: HIDDEN COST Action and GAPs Horizon Europe Project
Thursday, 20 February 2025, University of Glasgow, in person (no hybrid), 10:00-18:00
Participants: 8-10 researchers

The university of Glasgow invites submissions for an upcoming workshop that will examine the intersections of citizenship aspirations, belonging, ID documentation, climate change, and migration, with a focus on how these dynamics are evolving in the face of contemporary global challenges. The international effort to provide universal legal identity by 2030, as outlined in Sustainable Development Goal (SDG) 16.9, is a major focus of contemporary citizenship debates. Yet, significant barriers to ID remain for migrants who often face discrimination, racism and increasing calls to return to their countries of origin. Further, it is not clear how the rights of vulnerable populations will be protected if a legal ID also leads to augmented governmentality and more state surveillance. Beyond these important concerns: what do people on the ground want in terms of their own citizenship identity? What meanings do they give to citizenship? And how do they negotiate with formal citizenship structures? We need more research on migrants’ ID experiences and their goals and worries with regards to belonging. Scholars are encouraged to contribute original research addressing the following topics.

The papers may answer, but not be limited to, one of the following questions:

Citizenship as Legal and Emotional Membership: How does citizenship encompass both legal membership and emotional attachment and how does this impact migration projects? Is there a preference for hope-filled uncertainty over hopeless certainty? Do we see a capacity to move on with life/resilience in the absence or loss of ID? How do emotions and social relations affect daily life and decision making about mobility? How do migrants engage in the social and / or political lives of their countries of residence?
The Role of Identification (ID) in Everyday Life: What is the role of ID in daily life? When, where and how does gaining or losing an ID impact belonging? How do migrants see themselves and their struggles to obtain IDs (are their self-perceptions that they are cunning, strong, clever or humiliated)?
ID and Migrant Agency: How do the regimes which bestow or withhold passports (and other ID) determine trajectories of migrants and the autonomy of migration processes? How do migrants “use policies” to their own advantage and not as intended by governance actors as creativity, hustling and improvisation ? In what ways has global migration transformed the prominent role of territorial citizenship, place of residence, and access to core rights?
Colonial Legacies and Contemporary Barriers to Accessing Citizenship: What are the ongoing effects of colonial legacies on citizenship laws, including the gendered impacts of hereditary citizenship laws? How have civil registries, national identification systems, welfare states, passport offices, and citizenship tests historically shaped who gains access to services, territories, and opportunities? How do emerging technologies, such as biometrics and data collation, impact access to legal identity today?
Climate Change and Citizenship Models: How is climate change influencing the development of new citizenship models? What emerging trends are reshaping the relationship between individuals and states as environmental challenges alter global migration patterns? Why do migrants engage / do not engage with citizens’ assemblies addressing climate change?

A range of interdisciplinary approaches and theoretical perspectives are welcomed, including but not limited to sociology, anthropology, political science, law, migration studies, and environmental studies. Selected papers will be published in a special issue of a peer-reviewed journal. Travel funding and generous daily allowance for accommodation and meals is available on a limited and competitive basis and involves joining the HIDDEN COST Action. For co-authored papers, only one author can participate at the workshop.

Submission Guidelines:

To apply, please fill in the application form until 15 November 2024. The form requires details about paper (title, abstract of 200 words) and author (name and affiliation). The results of the selection process will be communicated within 10 days after the application deadline. Full papers of the accepted presenters will be due by 14 February.

Next article: Call for applications- Workshop at the Max Planck Institute for the Study of Religious and Ethnic Diversity (Göttingen, 8-9 May 2025)Next

1.9 CfP Polyphony and Silence May 2025

Polyphony and silence are concepts that refer to sonority and voice, as multitude or as absence. While they may seem to be in opposition to each other, both can be counter-hegemonic tools for writing against monolingual and ethno-nationalist imaginaries – in political movements, in literature and the arts, in institutions, in media, and in everyday life. We use the concept of polyphony to highlight the political significance of maintaining difference in unity, and silence to emphasize the importance of omitting, refusing, and listening. This symposium aims to bring together reflections on these practices, foregrounding texts and political initiatives by writers with multiple belongings, in diaspora, and with minoritized linguistic backgrounds. We focus on migration and language as axes by which the nation-state system constructs imaginaries of (un)belonging – which in turn give rise to solidarities that contest nationalist framings.

Questions of voice and the power to narrate have long animated critical debate and theorization across academic disciplines, illuminating the ways in which hegemonic political and representational regimes within racial capitalism repress and appropriate the voices of (post)colonial, migrant, indigenous, racialized, and otherwise marginalized subjects (Said 1978; Spivak 1988; Trouillot 1995). In this context, works by subaltern individuals and groups to (re)assert voice and carve out spaces for a multiplicity of diverse voices can be acts of subversion. However, as Adania Shibli illustrates in rich and diverse ways in her writings set in Palestine, silence can also be a place of refuge and a powerful tool of resistance to colonial forces (Shibli 2002, 2006, 2017).

Deriving from the Greek word (πολυφωνία) meaning “many voices,” polyphony migrated from music to literary analysis in Bakhtin’s work on Dostoyevsky (1984), centering the idea of dialogue and de-centering the authorial (monophonic) voice of the singular narrator. Research on literary and translation practices emphasizes the involvement of actors beyond those formally recognized as “authors” (Stillinger 1991) and explores the ways in which translators’ voices enter into translated texts (Herman 1996). The concept of polyphony has also been applied in diverse ways in the social sciences, for example to denote modes of ethnographic writing (Clifford & Marcus 1986) and to frame anthropological research as an intersubjective process, highlighting the importance of listening (Tsing 2015). Thinking from these interdisciplinary perspectives about polyphony as the interplay of voices invites us to consider questions such as: How is difference balanced with unity in political and creative practices? What are the possibilities and challenges of collaborative research methods? What (divisions of) labor do these practices entail? How is polyphony used as a tool of expression by writers and artists to produce multivocal (co)creations?

Complementing rather than contradicting these logics, silence does not just apply to repressive acts but also denotes a range of writing tactics for countering nationalist logics. In this line of reasoning, we ask: how is silence used as a tool to contest power structures, tropes, and colonial logics of “knowing” and representing Others? How does silence function as a space of listening? Critiquing the ways in which “uncritical appeals to voice” can serve to replicate colonial dynamics, Ferrari proposes viewing silence as “a fecund source of radical meaning-making” (2020, 130 &133). In contexts in which asylum seekers are obliged to recount their experiences to “legitimize” their claims in the eyes of the state, silence or tactical omission can be a tool of resistance, especially when acts of speaking (or writing) outside of socially accepted discourses leave them vulnerable to persecution. In critical migration studies, silence is also posited as an ethical choice by researchers who seek to avoid reproducing reductive narratives or exposing resistance tactics. Drawing from Glissant (1997), Khosravi discusses the idea of a “right to opacity” against “the colonizer’s demand for knowability” (2024, 7) and advocates “the refusal of academic reproduction of descriptive migrant objecthood” (Ibid, 2). Similarly, as work in translation studies shows, choices of whether and how to translate are not neutral but politically charged (Spivak 2000) and embracing “untranslatability” (Apter 2014) can be a mode of subverting language hierarchies and the commodification of cultural singularity. In multilingual literary performances, choosing not to translate can push the audience to pay more attention to sensory dynamics, such as sounds and bodies, which evoke different affective responses and elicit different modes of understanding. Finally, silence also regards the task of the recipients, the readers or listeners of a language or experience they might not know, constituting a positive space where understanding and solidarity may be formed: as put by poet Fady Joudah, “the space in which a Palestinian speaks and others listen” (2024).

For this symposium, we seek to bring together scholars from across academic disciplines as well as writers, artists, and activists whose work engages with these themes. We encourage participation from junior scholars as well as presentations of works-in-progress. Interventions may take the form of empirical, methodological, or theoretical reflections as well as artistic engagements with the symposium themes. Possible topics include:

Collaborative writing practices (literary, academic, political)
Writers’ collectives
Migrant justice movements’ writing
Self- and co-translation practices
Non-translation and untranslatability
Writing as (polyphonic) labor
Literary writing and political mobilizing
Literary activism
Multimodal literary practices (spoken word, zines, audiovisual creation)
Writing and unwriting as refusal
Multilingualism and modes of understanding through and beyond language

We welcome proposals from a variety of fields both from the humanities and the social sciences, in line with our interdisciplinary composition and approach, including but not limited to:

Literary History
Postcolonial Literature and Decolonialism
Comparative Literature
Literary and Critical Translation
Political Theory and Social Movements
Sociology of Literature and Translation
Multilingualism Studies and Linguistic Anthropology
Anthropology of Migration and Mobility
Anthropology of Literature
Aesthetics
Narratology
Cultural Studies

Submission guidelines:

Submit a description of maximum 250 words of your proposed contribution (paper or artistic intervention) to collab@kuleuven.be by 6 December 2024.
You will receive a confirmation email letting you know that we have received your application.
We will reach out by 20 December 2024 once we have made our decision.

Please don’t hesitate to contact us if you have any questions about this process, including questions about symposium accessibility.

Dates to remember:

Call for contributions: 21 October 2024 – 6 December 2024

Submission Deadline: 6 December 2024 by 11:59pm CEST

Decision Date: 20 December 2024

Symposium: 15-16 May 2025, Leuven (Belgium)

Organizing committee

Marialena Avgerinou, Anna Sofia Churchill, Núria Codina Solà, Joana Roqué Pesquer, Sonja Faaren Ruud.

The symposium is part of the ERC Starting Grant project COLLAB, which looks at Collaborative Practices of Making Literature in Contexts of Migration and Displacement (PI Núria Codina).

1.10 Deadline Extended: Media Fields Journal Issue 19, “Archival Elements”

Call for Papers: Archival Elements
Media Fields Journal, Issue 19

EXTENDED Submission Deadline: November 15, 2024

In 2008, the International Federation of Film Archives (FIAF) released its 70 th anniversary manifesto reaffirming film’s status as the “optimal archival storage” of the moving image. “Don’t throw film away!” they urged, for unlike its digital successors, film elements tangibly embody traces of their own material history alongside a bygone cultural heritage. “No matter what technologies may emerge,” they write, existing film elements “connect us to the certainties of the past.”

For film archivists, the element is the inert container of audiovisual content subject to archival care and maintenance—the original artifact and source of any material or digital copies to come. Indeed, across scholarly and archival spheres alike, the element has remained the intrinsic foundation of the moving image, its archival preservation, and the theoretical study thereof. Whereas Caroline Frick has considered the ways that “original” media elements become bound up with notions of authenticity, cultural heritage, and nationhood, scholar-practitioners have increasingly turned to what Giovanna Fossati calls film’s “archival life,” a term that seeks to discursively address the expanding myriad of physical and digital spaces required in contemporary preservation. How, Fossati posits, might scholars and archivists alike better account for the ways that film and media are at once preserved, historized and politicized by archival processes? In other words, what might be gained from reflecting seriously on how different kinds of media traverse the archival sphere? What happens when a given audiovisual element also becomes an archival one?

This issue of Media Fields seeks to build on these conversations by examining how the proliferation and mediation of the archive and its elements is productive. Contemporary archival elements are often integrated into processes involving other forms of media, such as database and metadata development, digitization, interactive and public-facing archival digital interfaces, and larger multimedia collections. We ask: what kinds of political, theoretical, and practical connections arise when thinking about and doing the archive in these different spatial ways —traditional, alternative, or otherwise—and how might we better place these approaches in discursive conjunction with one another? Further, what are new ways in which theory (archival and otherwise) might intervene and inform archival practice, and historicizing therein? In turn, what does this mean for the (after)lives of the media themselves?

The Media Fields Editorial Collective at UC Santa Barbara’s Department of Film and Media Studies welcomes submissions that critically engage the connections between space, media, and archival practice. We seek essays of 1500–2500 words, digital art projects, and interviews from scholars and practitioners alike. Potential submission topics include, but are not limited to:

Preservation: Precarity and decay, fragility, physicality, ontologies of the film and media archive and its objects, broadly construed
Cataloging: Metadata organization, archival etymology, reparative description and taxonomies, hierarchical data structures
Collection management: Power and ethics, restitution and social justice, collections policy, community oversight, institutional and/or community-based funding structures
Memory: Personal, collective, historical and/or cultural memories, archival modes of erasure, loss, and silence
Curation: Accessibility, community engagement, digital interfaces
Provenance: Found footage, orphan films, transnational displacement
Archival space: Traditional institutions, digital databases, garages, basements

Past Media Fields issues and submission guidelines may be found at mediafieldsjournal.org.

Please email all inquiries and submissions to issue co-editors Kelsey Moore and Hannah Garibaldi at submissions@mediafieldsjournal.org by November 15, 2024.

Contact Email

submissions@mediafieldsjournal.org

URL

http://mediafieldsjournal.org/call-for-submissions/

1.11 Organized Panels at LSA 2025. June 17-21, 2025 (Hybrid: Lagos and Zoom)

Organized Panels at LSA 2025. June 17-21, 2025 (Hybrid: Lagos and Zoom)

As always, the LSA Conference will have a couple of organized panels. If you are looking for a panel to join, consider any of these organized panels, or organize your own, or submit your abstract to the general pool: https://www.lagosstudies.org/lsa-2025

—-

1) Bridging the Past and the Future: African Information Science in Transition: https://www.lagosstudies.org/s/Adebayo-dpj7.docx

2) Lagos Na Wa, I Swear: Connecting the Auto/Ethnographies of Lagos Peculiar Memories, Tales and Conjectures as In/tangible Heritage: https://www.lagosstudies.org/s/Ademowo.docx

3) From Beats to Activism: Engaging the Transformative Power of Fuji Music in Eco-political and Social Reorientation: https://www.lagosstudies.org/s/Ademowo2.docx

4) Epistemicide, African Narratives of Struggle and the Question of Knowledge and Identity in the Works of Ayotunde Ishola Bewaji: https://www.lagosstudies.org/s/Ademowo3.docx

5) Ololade Asake: The ”Lungu Boy” Album: https://www.lagosstudies.org/s/Folajimi.docx

6) Sákárà Music Yesterday, Today and Tomorrow: https://www.lagosstudies.org/s/Ogunnaike.docx

7) Being neither here nor there: Continuity and Discontinuity in Wole Soyinka’s Works: https://www.lagosstudies.org/s/Ojoniyi.docx

8) Navigating Identities: Migration, Belonging, and Identity Formation: https://www.lagosstudies.org/s/Oluwasanmi.docx

9) Rethinking African Popular Music: A Critical Celebration of the 35th Anniversary of Christopher Waterman’s Jùjú: https://www.lagosstudies.org/s/Popoola.docx

10) Science, Technology, and Indigenous Knowledge in Africa since the Precolonial Period: Engaging the Scholarship of Gloria Emeagwali: https://www.lagosstudies.org/s/Adebayo-and-Okpalaeke.docx

11) Love in the Time of Likes: Dating and Matchmaking in Nigeria Digital Media https://www.lagosstudies.org/s/Onanuga.docx

12) Everything is Imagined: Continuity and Discontinuity in Historical Nollywood Films https://www.lagosstudies.org/s/Soetan.docx

13) “The Age of Concrete”: Rethinking Colonial and Transnational Architecture and Spatial Transformation in the Global South https://www.lagosstudies.org/s/Isiani.docx

14) Of Streets and Streeters: Bodies, Expressions, and Identities in African Urban Space https://www.lagosstudies.org/s/Wright.docx

15) Doing History with Films: Nollywood, History and Cinematic Truth https://www.lagosstudies.org/s/Olaiya-and-Afolayan.docx

16) New Directions in African Dramatic Expressions: Discontinuities and Continuities https://www.lagosstudies.org/s/Olukayode.docx

17) Is Theater Completely Dead in Africa? Celebrating 25 Years of Karin Barber’s The Generation of Plays https://www.lagosstudies.org/s/Olokodana-James-sd2n.docx

18) Women and Corruption in Africa’s Politics https://www.lagosstudies.org/s/Omotoso.docx

19) Gender and the Patriarchy in Nollywood Films

https://www.lagosstudies.org/s/Taiwo.docx

20) Exploring the Impact of Platformization Across Sectors: Labour, Cultural Production and Economic Transformations https://www.lagosstudies.org/s/Etemah.docx

21) Lagos as a Text in African Literature and Popular Media https://www.lagosstudies.org/s/Ugor.docx

22) Lionheart’s Disqualification: The English Language, and (Dis)belonging in the Postcolonies https://www.lagosstudies.org/s/Aboh.docx

23) Bridging the Gap: Technology, Indigenous Knowledge and the Transformation of Education in Africa https://www.lagosstudies.org/s/Omordion.docx

24) Exploring Continuities and Discontinuities in African Visual Arts, Education, and Cultural Histories https://www.lagosstudies.org/s/Ajayi-9as6.docx

25) Journey through time: The evolution of women in the Nigerian film industries https://www.lagosstudies.org/s/Anulika.docx

Contact Information

The Lagos Studies Association

African and African Diaspora Studies Program

Florida International University

Modesto A Maidique Campus
Labor Center, Room 304
11200 SW 8th Street
Miami, FL 33199

Website: lagosstudies.org

Email Address: lagosstudiesassociation@gmail.com

1.12 Annual Conference – AFEC – Canadian Studies in France- Emerging research in Canadian studies

48th Annual International Congress of the Association Française d’Études Canadiennes – June 18, 19 and 20, 2025

“Knowledge, issues, practices and prospects for young researchers in Canadian studies”

Université Grenoble Alpes in partnership with the Centre d’Études Canadiennes de Grenoble

CALL FOR PAPERS (papers can be written in French or in English)

Driven by a commitment to young research, the French Association of Canadian Studies (Association Française d’Études Canadiennes, AFEC in partnership with Grenoble Alpes University and the Grenoble Centre for Canadian Studies (Centre d’Études Canadiennes de Grenoble, CECG), has decided to dedicate the 48th edition of its annual conference to emerging researchers in Canadian Studies.

This event is aimed at all doctoral students, post-docs and other young researchers at the start of their careers (master’s students, temporary lecturers (ATERs), young PhDs without a contract) working on Canada.

The general theme is “Transition(s)”. Under this broad and flexible theme, we welcome both theoretical and empirical contributions, from all disciplines – civilization, history, linguistics, literature, geography, law, sociology, political science, anthropology, arts, philosophy – reflecting the diversity of research carried out by up-and-coming researchers in Canadian Studies. Contributions may explore contemporary or historical issues related to Canada, including but not limited to:

Environmental or climate issues (ecological transition, energy, health), including ecological and ecofeminist perspectives;
Social reforms and political struggles in Canada, particularly those relating to the rights and representation of minority groups (indigenous people, 2SLGBTQ+, etc.);
Migration and (cross-)border issues;
The development and socio-economic impacts of new technologies (artificial intelligence, cybersecurity);
Current issues in indigenous studies, with a particular focus on movements of cultural and political resurgence and reappropriation;
The circulation of decolonial, postcolonial and/or feminist theories and practices in Canadian research (through the notions of positionality, situated knowledge, intersectionality, care, etc.);
The evolution of literary and artistic forms;
Linguistic issues (e.g. the revitalization / reclamation of Indigenous languages, the evolution of Canadian and Quebec language policies, debates surrounding certain linguistic practices, issues of linguistic representation in the media, etc.)

In addition to individual oral presentations and workshops, this 48th conference dedicated to young Canadian research aims to serve as a forum for exchanges between researchers at different stages of their careers. As such, the organizing committee encourages tenured researchers to participate in the conference as keynote speakers, session moderators, workshop leaders and mentors for young researchers who request it. Further details regarding this participation will be provided at a later date.

Submission procedure for papers in French or in English

Proposals must be sent by e-mail to the organizing committee by December 1, 2024 (conference team: Pierre-Alexandre Beylier, André Dodemand, Laurence Delpérié): afec2025@univ-grenoble-alpes.fr

They should include a title, a 300-word abstract in English or French, 4 to 5 bibliographical references (not included in the total word count), and a short bio-bibliographical note (name, current status, institutional affiliation, fields of research and recent publications if applicable).

Expression of interest on the part of tenured researchers will also be received.

Following the review by the scientific committee, a response will be sent by January 15 at the latest to those who submitted a proposal.

After the conference, a selection of papers will be published in the journal Études Canadiennes/Canadian Studies(https://journals.openedition.org/eccs/).

Contact Information

Françoise LE JEUNE (Head of Association française études canadiennes):

francoise.le-jeune@univ-nantes.fr

or contact the conference team: afec2025@univ-grenoble-alpes.fr

1.13 Self-Determination and Sovereignty (A Call for Proposals from the Radical History Review)

Self-Determination and Sovereignty
A Call for Proposals from the Radical History Review
Issue number 156 (October 2026)
Abstract Deadline: November 30, 2024
Co-Edited by Marc Goulding and Bonny Ibhawoh

In 2020, the United States Supreme Court issued a ruling in McGirt v. Oklahoma that significantly altered the scope of the state’s legal authority. This decision reinforced the status of the Muscogee Creek Nation in eastern Oklahoma and limited the state’s police powers. Many understood McGirt as a victory for indigenous self-governance. Seldom-questioned realms of state authority, such as legal jurisdiction and control of revenue, now came into question.

A visitor to Oklahoma may notice automobile license plates not issued by US states, but by Native nations. The plate can be seen as a signifier of authority – albeit limited. This raises questions about the boundaries not only of legal authority, but of coherence more broadly. How a community identifies itself, as well as if and how it is recognized by others is often contested. Though the term and concept nation is significant – and venerated by many – these questions reach far beyond geography and political structures. How communities understand themselves along registers not contained by language, culture, geography, or political philosophy is just as critical as a license plate.

Yet the kinds of authority symbolized by a tag, a passport, or a flag do carry weight. How a community asserts itself and whether it is recognized externally says much about power, and how power is wielded. At base, questions such as “why is nation privileged” and “who gets to call themselves a nation” remain hotly contested. The Oklahoma example is just one possible illustration of these weighty questions. Taiwan and China, Palestine and Israel, Ukraine and Russia – with tragically more dire stakes and possibilities – raise similar questions about self-determination. What constitutes a community? Which communities can become self-governing? What authority presumes to answer such questions? How are these questions and dynamics historically situated?

Radical History Review seeks submissions for a forthcoming issue that engages with histories and concepts of self-determination and sovereignty, the limitations of such concepts, and the manners in which notions of independence have been dissected and atomized. The scope of the issue is global, and we welcome submissions from across geographical, conceptual, and temporal ranges.

Independence clearly matters. What this means, however – self-determination, sovereignty – has not always been historically clear. These concepts have been claimed, denied, applied, and blocked in myriad ways throughout the past and in the present. How independence has been pruned and manipulated, sleight-handed and trimmed, illuminates much about the imbalanced and unequal ways in which legitimacy is and has been recognized and weaponized.

This issue of RHR will address a number of questions, including:

How are/were “the people,” “the community,” or “the nation” identified?
Where is self-determination reckoned or granted, and by whom?
What is the scope and limit of self-determination as a “human right”?
What are/were some of the part-way stages between “dependence” and “independence?”
How can self-determination be truly measured?
Is there a line between self-determination and sovereignty, and if so, where is it?
What are/were some of the ways in which independence has been compromised?

RHR publishes material in a variety of forms. We welcome submissions that use images as well as text. In addition to monographic articles based on archival research, we encourage submissions to our various departments, including: Historians at Work; Teaching Radical History; Public History; Interviews; and (Re)Views.

Procedure for submission of articles:

By November 30, 2024, please submit a 1-2 page abstract summarizing the article you wish to submit to our online journal management system, ScholarOne. To begin with ScholarOne, sign in or create an account at https://mc04.manuscriptcentral.com/dup-rhr. After signing in, select “Author” from the menu up top, and click “Begin Submission” or “Start New Submission.” Upload a Word or PDF document, including any images within the document. After uploading your file, select “Proposal” as the submission type and follow the on-screen instructions. Please write to contactrhr@gmail.com if you encounter any technical difficulties or have any other questions about the process.

By December 30, 2024, authors will be notified whether they should submit a full version of their article for further consideration. The due date for completed articles is expected to be in April, 2024. Those articles selected for publication will be included in issue 156 of the Radical History Review, scheduled to appear in October, 2026.

Abstract Deadline: November 30, 2024

Contact: contactrhr@gmail.com

Contact Information

contactrhr@gmail.com

Contact Email

contactrhr@gmail.com

1.14 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)

1.15 26th South East Conference for Languages, Literatures and Film (DeLand, Floride, USA)

Date de tombée (deadline) : 15 Novembre 2024
À : DeLand, Florida USA Stetson University Campus

Call for Papers – scfllf

26th Southeast Conference for Languages, Literatures, and Film

Https://scfllf.org/callforpapers

When: Februaray 22-23, 2025

Where: Deland, Florida

Deadline for abstracts: Nov. 15, 2024

The 26th SCFLLF will be held in deland, Florida, on February 22-23, 2024, hosted by Stetson University, with the support of Western Carolina University and the University of South Florida . Abstracts for papers (and panels) are now being considered.

The SCFLLF welcomes papers on all aspects of literature, linguistics, culture, philosophy, cultural history, film, applied linguistics, second language acquisition, and pedagogy pertaining to non-English languages (ancient and modern). We would like to encourage (but not limit) submissions addressing our conference theme: Disputed Realities: Recalibrating the Real in its broadest understanding. The Humanities have always dealt with imaginary worlds and how they are connected to and/ or influencing our conception of the real. In the present cultural climate where facts are more and more presented as disputed realities the humanities are repositioning themselves as a way to navigate, assess but also influence the political and the personal.

Some suggestions of topics and their representations in methodology, philosophy, literature, visual and online media, and art include:

– Reality and perception in literature, art and film

– Constructing reality in film and literature

– Reassessing what is real

– The reality of trauma, how it is expressed, perceived, believed or not

– Disputed facts in methodology

– The reality of what’s happening in the classroom

– The contested reality of culture

– The broader influence of imaginary worlds in film, literature and the visual arts

– …

The keynote speaker is Carine Mardorossian (Professor of English & Global Gender and Sexuality Studies,

Affiliated Faculty, Romance Languages and Literatures, Affiliated Faculty, Environmental and Sustainability Studies, University at Buffalo), author of

Death is but a Dream: Hope and Meaning at Life’s End (narrative nonfiction) with Christopher Kerr, MD, Penguin-Random House, 2020 (with documentary on NPR World).

Framing the Rape Victim: Gender and Agency Reconsidered, Rutgers University Press, June 2014. Winner of The Authors’ Zone Award, 2016.

Reclaiming Difference: Caribbean Women Rewrite Postcolonialism. Charlottesville, VA: U of Virginia Press (New World Series), August 2005.

Selected proceedings will be published in print. To view our previous publications, click here.

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The deadline for proposal submission is November 15, 2024

Please submit a proposal (of no more than 250 words) for a single paper or a full panel (max. of 3 presentations) here https://scfllf.org/callforpapers .

We can only accept online submissions uploaded to the conference website using the link provided.

1.16 Fictions de l’eau : écopoétique bleue et hydro-(im)matérialité

Date de tombée (deadline) : 15 Novembre 2024
À : Université de Bretagne Occidentale, Brest

Journée d’étude doctorant.e.s et jeunes chercheurs/chercheuses “Fictions de l’eau : écopoétique bleue et hydro-(im)matérialité”.

Il s’agit d’une Journée d’étude inter-laboratoire portée par le laboratoire HCTI de l’Université de Bretagne Occidentale et par le laboratoire CRINI de Nantes Université. L’événement se tiendra à l’UFR Victor Segalen de Brest le 21 février 2025.

Vous trouverez le texte de cadrage et les informations détaillées ci-après :

https://www.univ-brest.fr/hcti/fr/actualite/fictions-de-leau-ecopoetique-bleue-et-hydro-immaterialite

Les propositions de communication (400 mots maximum) devront être envoyées pour le 15 novembre 2024 aux adresses suivantes :

lena.kervran@univ-nantes.fr
lena.ferrie@univ-brest.fr
charlene.corolleur@gmail.com

Les auteur.e.s seront informé.e.s de la sélection des communications pour le 15 décembre 2024.

Le programme sera établi à la mi-janvier.

En espérant que cet appel puisse susciter votre intérêt et dans l’attente de vous lire,
Bien cordialement,

Léna Ferrié, Charlène Corolleur et Léna Kervran, pour le comité d’organisation

1.17 “(Ré)conciliation?” Graduate Student Conference à Columbia University (New York City)

Date de tombée (deadline) : 25 Novembre 2024
À : Columbia University (New York City)

La French Graduate Student Association (FGSA) de Columbia University est heureuse d’inviter les doctorant-e-s de toutes discipliner à participer à notre prochaine conférence, sur le thème de (Ré)-conciliation. La conférence se tiendra le 30 et 31 janvier 2025, à la Maison Française de Columbia University (New York City). Nous sommes également honorés de recevoir l’autrice et sociologue Kaoutar Harchi, qui sera notre keynote speaker.

Nous cherchons à interroger ce concept de (ré)conciliation, afin d’explorer à travers les intersections complexes de la race, de la classe, du genre, de la sexualité, nationalité, religion, et d’autres axes d’expérience, que ce soit à travers l’histoire de France, et du monde francophone, ou à travers un regard plus contemporain. En effet, du Moyen-Âge à l’époque contemporaine, les histoires de France et du monde francophone ont été ponctuées par des réconciliations parfois difficiles, souvent impossibles. Comment est-ce que ces (ré)conciliations, ou leur absence, ou encore leur impossibilité, façonnent l’histoire, la mémoire, la politique et la culture, en France et dans le monde francophone ?

Au cours des dernières années, beaucoup d’œuvres de la littérature francophone — notamment écrites par des immigrés de deuxième génération, comme Alice Zeniter ou Faïza Guène — mettent en lumière les nombreuses fractures qui existent au sein du monde francophone contemporain. Elles témoignent ainsi de la difficile expérience que constitue la double culture. Interroger la question de la (ré)conciliation à travers un regard postcolonial nous intéresse ici particulièrement, faisait écho à la complexité du monde francophone et de son histoire, mais aussi à son sa diversité et sa richesse, en considérant les (im)possibilités de (ré)conciliation, au regard de l’histoire coloniale et du contexte politique actuel. Peut-on vraiment se réconcilier avec la France ? Comment peut-on considérer et éventuellement dépasser ces divisions ?

Nous sommes également intéressés par les instances de réconciliation dans l’histoire française et du monde francophone qui peuvent amener à repenser ce concept à travers une perspective post-coloniale. Nous encourageons ainsi les contributions qui montrent comme des formes de réconciliation différentes peuvent se faire écho.

Les contributions qui adoptent des méthodes diverses sont particulièrement bienvenues, et nous encourageons tout particulièrement les présentations qui se focalisent sur les questions queer, féministes et de clase. Nous encourageons également les perspectives interdisciplinaires, ainsi que les formats créatifs (documentaire audio ou visuel, creative non fiction, etc.) du moment qu’ils sont intégrés à votre recherche et vos problématiques de manière cohérente. De possibles sujets incluent (sans s’y limiter) :

Postcolonialisme
Race & Migration
Genre et sexualité
Questions de classes
Intersectionnalité
Langage
Urbanisme/la Banlieue
Media studies
Performance studies
Animal studies
Questions de mémoire
Questions environnementales
Justice sociale,
Religion
Et plus…

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Merci de soumettre un résumé (pas plus de 300 mots) d’ici le 25 novembre, à travers ce lien. Il vous sera également demandé d’inclure un titre à votre proposition, votre nom, celui de votre institution, et une biographie académique (100 mots maxium).

Les présentations ne devront pas durer plus de 15 minutes et pourront être faites en anglais ou en français.

Pour plus d’informations, ou pour une question, vous pouvez contacter les co-organisatrices, Renate Mattar et Jianna Walker, à l’adresse suivante : fgsa@columbia.edu.

Vous trouverez également plus d’informations sur notre site : http://fgsagraduateconference.wordpress.com

1.18 Déracinement-Enracinement : de l’Inde à la Caraïbe. Répercussions sociales, culturelles, littéraires et linguistiques (revue Archipélies)

Date de tombée (deadline) : 22 Novembre 2024
À : Université des Antilles

Appel à articles : Revue Archipélies n° 19

Déracinement-Enracinement : de l’Inde à la Caraïbe

Répercussions sociales, culturelles, littéraires et linguistiques

Si les premiers engagés indiens débarquèrent dans les territoires de la Caraïbe sous contrôle britannique en 1845 – où l’esclavage avait été aboli en 1830 –, dans les territoires français, les premiers Indiens n’arrivèrent qu’en 1853, puisque l’esclavage n’avait cessé qu’en 1848.

Les deux nations coloniales (France et Grande-Bretagne) étaient des rivales politiques et économiques, mais quand il s’est agi de préserver les rentrées financières et de garder la mainmise sur le commerce international, elles se sont entendues pour continuer sous une autre appellation le commerce humain : l’engagisme. Les victimes de ce commerce, pour fuir les intempéries et leur corollaire – la famine, mais aussi la misère, les épidémies, l’oppression du système des castes –, se laissèrent séduire par les promesses mensongères des agents recruteurs. Notamment par le rêve d’un retour enrichi au pays.

Retour illusoire pour ces hommes appelés par les propriétaires coloniaux coolie (rétribution), mot d’origine tamoule correspondant à la somme versée pour une tâche accomplie. Corvéables à merci dans les plantations, mais plus esclaves, les Indiens perdaient, comme leurs prédécesseurs, leurs dieux, leurs textes sacrés, leurs rites et rituels, leurs mythes, leurs habitudes vestimentaires, alimentaires, leur savoir-faire professionnel et leurs corporations de métiers, leurs musiques, leurs danses, leur théâtre… En bref, leur mode vie, leur culture, leur religion, leurs arts ; ils perdaient aussi leurs langues. Enfin, ils perdirent tout espoir de retour.

Comment s’enraciner dans un monde étranger à la suite d’un tel déracinement ? Après avoir traversé plusieurs océans, enduré des souffrances physiques, mais surtout en vivant avec le traumatisme de l’interdit absolu pour tout hindou de franchir le kala pani, le seul moyen de survivre n’était-il pas de chercher à s’accoutumer ?

Quelles formes d’implantations vont se manifester ?

Les hommes étaient condamnés aux travaux des champs, sans possibilité de mobilité sociale ; les femmes, dans les cuisines et dépendances des békés, étaient aussi des objets de convoitise sexuelle. Malgré tout, certaines survivances ont traversé le temps, se sont petit à petit adaptées à l’environnement humain et naturel, d’autres ont fini par s’éteindre, mais au fil des ans, le travail de la mémoire, les échanges intracommunautaires ont reconstitué un passé mythique. Le déracinement n’a pas été total, il a donné lieu à de nouveaux drageons en terres caribéennes.

Thématiques privilégiées (il ne s’agit pas d’une liste exhaustive)

Les articles peuvent porter :

– sur les évolutions sociales des travailleurs indiens depuis leur arrivée, sur leur rôle dans la société contemporaine ;

– sur les conflits intercommunautaires et autres questions de société ;

– sur la culture en général : la religion et sa réinvention, toutes les formes artistiques (musique, peinture, arts vivants…) ;

– sur la littérature : tous les genres littéraires en langues véhiculaires dans la Caraïbe, la question de la perpétuation du passé, de sa transmission – quel passé ?

– sur la linguistique : la question de la langue et des langues d’expression, ainsi que le rôle des traductions dans la diffusion de cette nouvelle culture spécifique.

Calendrier (dates de rigueur)

22 novembre 2024 : envoi des résumés par les auteurs

20 décembre 2024 : réponse aux auteurs sur l’acceptation ou non de leurs propositions

21 février 2025 : envoi des articles par les auteurs et transmission aux évaluateurs

18 avril 2025 : retour des évaluateurs

18 mai 2025 : retour des articles corrigés par les auteurs

Semaine du 2 au 8 juin 2025 : relecture sur épreuves par les auteurs et coordinateurs pour apporter les dernières corrections

16 juin 2025 : publication du numéro

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Coordination du numéro

Pr. Vidya Vencatesan (Université de Mumbai)

Pr. Christine Raguet (Université Sorbonne-Nouvelle)

—

Soumission des articles

Les résumés d’article (un demi-feuillet – 400 mots – maximum, en français ou en anglais), ainsi qu’un court CV indiquant l’affiliation professionnelle et trois publications récentes, sont à adresser pour le 22 novembre 2024, délai de rigueur, à : Pr. Vidya Vencatesan : director.ces@mu.ac.in et Pr. Christine Raguet : christine.raguet@sorbonne-nouvelle.fr

Merci de respecter les instructions aux auteurs avant de soumettre vos contributions.

2. Job and Scholarship Opportunities

2.1 Mercer University’s College of Professional Advancement, Assistant or Associate Professor of Atlantic World History

Mercer University’s College of Professional Advancement invites applications for an interdisciplinary Assistant or Associate Professor of Atlantic World History to join the Department of Liberal Studies. This is a full-time tenure-track position beginning August 1, 2025.

The successful candidate will be an outstanding teacher with an active scholarly agenda and a desire to contribute the life of the Department, College, and University by serving a post-traditional student population. Geographic specialty and temporal range are open, with priority given to interdisciplinary engagements with the history of the Atlantic World. Areas of focus might include history of the Americas, colonialism, trans-Atlantic slavery, migration, and trade. Approaches that engage questions of race and/or gender are encouraged. Successful candidates will be able to support interdisciplinary courses for the B.A. in Liberal Studies and World Humanities degrees.

Additional responsibilities include advising students, participating in faculty committees, attending faculty meetings, engaging in scholarly activity, maintaining office hours, and working collaboratively with colleagues. The appointment is for the traditional nine-month academic year.

Qualifications:

The successful candidate must hold a Ph.D. by the time of appointment from an accredited institution in History or in Area Studies (such as Africana Studies, Afro-Caribbean Studies, Afro-Latin America Studies) with sufficient graduate work in history to be credentialed to teach general education courses in Historical Studies. Demonstrated potential for exemplary teaching and the ability to translate that excellence into a fully online, accelerated format is expected.

Additional Information:

The College of Professional Advancement’s Department of Liberal Studies is an interdisciplinary department that serves the College’s post-traditional student population by offering in-person, hybrid, and fully online B.A. degrees in Liberal Studies (a self-designed major), World Humanities, and Communication. The Department also supports the University’s General Education program. The department prioritizes high-impact teaching practices in service of student research and experiential learning. Ongoing Departmental endeavors include the Coastal Georgia Research Initiative, a certificate in Globalization and Engagement, student e-portfolios, and study abroad experiences for working adults. Apply to join a collaborative group of teacher-scholars committed to educational equity through interdisciplinary inquiry.

With twelve colleges and schools, Mercer University has a Carnegie Research II classification and offers a vibrant academic community committed to student success and academic excellence. The advertised position in the College of Professional Advancement will be based at one of Mercer’s metro-Atlanta campuses and includes a seven-course teaching load spread across four accelerated 8-week sessions in addition to research expectations and service responsibilities.

Interested candidates will complete a brief online application and attach required documentation including 1) a letter of interest, 2) curriculum vitae, 3) teaching philosophy, and 4) names and contact information of three references.

Finalists for the position will be asked to have two current letters of recommendation sent directly to:

Office of the Dean
History Faculty Search
College of Professional Advancement
Mercer University
3001 Mercer University Drive
Atlanta, GA 30341-4115

Selection of the final candidate is contingent on successful background check.

Unofficial transcripts may be requested from finalists as part of the recruitment process for this faculty position; finalists will need to redact any personal or private information including, but not limited to, social security number, birthdate, race, or gender, before submitting the unofficial transcripts. Finalists will request that two letters of recommendation be submitted to the College via email. The successful candidate must submit official transcripts prior to employment.

2.2 The Warburg Institue, Long-Term Research Fellowships in Intellectual, Cultural and Art History

Applications open – Deadline: 22 November 2024

Each year the Institute offers post-doctoral long-term Yates Fellowships to support research on projects on any aspect of cultural, intellectual or art history supported by the resources of the Institute’s Library, Photographic Collection or Archive. The awards provide financial support towards living and subsistence costs in London for nine to twelve months.

Yates Fellowships are intended for scholars at any stage of their post-doctoral career. They are designed to enable scholars to carry out research in and on the Warburg’s Collections. Applications will not be accepted from candidates proposing to revise their doctoral dissertation for publication. Proposed projects should be unrelated to the doctoral dissertation.

The annual group of fellows benefits from and contributes to the vibrant intellectual life of the Institute. Fellows are given a space to work, they may be asked to give a Work-in-Progress Seminar paper and are encouraged to contribute the Institute’s blog: Mnemosyne.

The Warburg Institute is one of the world’s leading centres for studying the interaction of ideas, images and society. It is dedicated to the survival and transmission of culture across time and space, with special emphasis on the afterlife of antiquity. Its open-stack Library, Photographic Collection and Archive serve as an engine for interdisciplinary research, postgraduate teaching and a prestigious events and publication programme. Situated in the heart of the Bloomsbury Knowledge Quarter, the Warburg offers scholars the opportunity to engage with academics not only within the institute, but also at local universities, museum and galleries and research institutes.

How to apply

Applications can be made to the Long-Term Research Fellowships program on the SAS Fellowship Portal; please find link HERE(Opens in new window).

Please note the following:

Those who have previously held a long-term fellowship at the Institute are not eligible to apply
Candidates must hold a PhD by the time the fellowship begins in September/October 2025. For those who do not hold a PhD upon application, their reference must be provided by their PhD supervisor
Fellowships at the Warburg Institute may not be held concurrently with another fellowship or award
Incomplete applications, or applications without references will not be considered.
Candidates from outside the EU will need to check the regulations(Opens in new window) for acquiring a visa to visit the UK for the period of their fellowships
Fellowships are tenable at the Warburg Institute and begin in September/October 2025 for either a nine- or twelve-month period. Fellows are paid a stipend of £38,109 for a 12-month fellowships and a pro-rata amount of that sum for a nine-month fellowship

Selection procedure

The Selection committee will assess the quality of applications with reference to the following criteria:

The academic record of the candidate as exhibited by the application form
The originality and significance of the proposed research to the applicant’s field;
How well the candidate’s research complements the Warburg’s resources and areas of expertise of its staff
How active the candidate is as a scholar and his or her expected contribution to the intellectual life of the Warburg Institute.

Short listed candidates will be called for an interview.

The Warburg Institute Secondary Navigation

2.3 Warner Woodring Chair in Colonial U.S., British, or Atlantic History

Position Overview

The Department of History at The Ohio State University invites applications for the Warner Woodring Chair in Colonial U.S., British, or Atlantic History. The Department seeks an experienced assistant professor or associate professor, with a start date of August 15, 2025. We seek a scholar whose research expertise falls into one of the following categories: (1) American history (colonial beginnings through the Civil War); (2) early modern British history, or (3) history of the early modern Atlantic world, with a preference for those with expertise in constitutional and legal history.

Performance Objectives

The successful candidate will possess a demonstrated ability to use sources in relevant languages and an outstanding teaching record. The candidate will teach history survey courses and thematic courses in early modern history at the undergraduate level, as well as undergraduate and graduate seminars in his/her/their specialty. In addition to teaching, the candidate will be expected to contribute actively to the intellectual life and research profile of the history department.

Education and Experience Requirements

Required: Ph.D. in hand by August 15, 2025, in American history, early modern British history, history of the early modern Atlantic world, or a related field.

Desired: Candidates should demonstrate a commitment to building a diverse intellectual community, in line with OSU’s Shared Values (see below).

Tenure faculty (regardless of rank) – persons with the titles of professor, associate professor, assistant professor and instructor who serve on appointments totaling 50% or more service to the university and who are eligible for tenure or who have obtained tenure. Duties and responsibilities are assigned in accordance with the workload guidelines laid out in the pattern of administration of each faculty member’s tenure initiation unit (TIU) and, as appropriate, regional campus; obligations will include research, service and/or teaching or clinical practice. These faculty will have earned doctorate or other terminal degree in the relevant field of study or possession of equivalent experience.

Additional Information:

How to Apply

A competitive application consists of the following required elements: a cover letter, curriculum vitae, separate research and teaching statements, a writing sample, and three letters of reference. Review of applications will begin after November 1, 2024. Inquiries may be directed to Professor Sara M. Butler at butler.960@osu.edu.

You will be presented with the opportunity to attach up to FIVE documents in the Application Documents section. Please include the following:

Attachment 1: Cover Letter: 1-2 page letter, which should include a brief summary of your academic background and why you are interested in this opportunity.
Attachment 2: CV (Curriculum Vitae): Detailed overview of your scholarly experience, including your research experience, teaching and mentoring experience, service, funding, and publications.
Attachment 3: Research Statement: Summary of your past research accomplishments, current work/research, and proposal for your future research plan as a faculty member.
Attachment 4: Teaching Statement: A statement of your approaches, experience and philosophy regarding your teaching, learning, and mentoring.
Attachment 5: An article- or chapter-length writing sample.

Please be aware, you will not be able to edit your application or attachments after you apply. You will need to fill out the application in its entirety and upload all required documents before clicking Submit.

All applicants are asked to provide the names and contact information for three references following the submission of application materials.

2.4 University of Glasgow Lecturer in Text/Image Studies (R&T Track)

Stirling Maxwell Centre for the Study of Text/Image Cultures

This post is full time (35 hours per week) and is open ended.

In accordance with the generosity of the late Peter Davies, the School of Modern Languages and Cultures is seeking to appoint a Lectureship or Senior Lectureship in Text/Image Studies at the University of Glasgow. Boasting outstanding material riches—in particular those of the Stirling Maxwell Collection and of The Hunterian—, it is through the Stirling Maxwell Centre that the University holds a leading place worldwide in the research and teaching of Text/Image Studies.

Specialisation should include, but need not be limited to, a focus on Emblem and/or Comics Studies. The successful applicant will have a high level of ability with respect to information technology and its practical and social applications. It is expected that the postholder will be instrumental in the creation and implementation in the new MLitt in the field of Text/Image Studies. In the long term it is expected that the postholder will assume a leading role in the future development of the Stirling Maxwell Centre.

The postholder will undertake research of international excellence and contribute to learning and teaching on agreed programmes (including SMLC language teaching) and to knowledge exchange activities relative to the discipline. The postholder will also undertake administration and service activities in line with the strategic objectives of the School and of the College.

Informal enquiries should be directed to Professor Laurence Grove, Laurence.Grove@glasgow.ac.uk

Visit our website for further information about the University of Glasgow, the School of Modern Languages and Cultures and the Striling Maxwell Centre for the Study of Text/Image Cultures: www.gla.ac.uk/schools/mlc/resschol/clust-centr/smc

Apply online at: my.corehr.com/pls/uogrecruit/erq_jobspec_version_4.jobspec?p_id=157051

It is the University of Glasgow’s mission to foster an inclusive climate, which ensures equality in our working, learning, research and teaching environment. We strongly endorse the principles of Athena SWAN, including a supportive and flexible working environment, with commitment from all levels of the organisation in promoting gender equality.

We endorse the principles of Athena Swan www.gla.ac.uk/myglasgow/humanresources/equalitydiversity/athenaswan and hold bronze, silver and gold awards across the University.

We are investing in our organisation, and we will invest in you too. Please visit our website www.gla.ac.uk/explore/jobs for more information.

The University of Glasgow, charity number SC004401.

2.5 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

2.6 Assistant Professor, French (TE), University of Arizona

The Department of French and Italian in the School of International Languages, Literatures, and Cultures at the University of Arizona invites applications for a tenure-track position beginning in August 2025 at the rank of Assistant Professor to serve as Director of Basic Language Program (BLP), with a Ph.D. (in hand at time of appointment) in French, French linguistics, Applied linguistics, second language acquisition, or a closely related field. We are especially interested in someone with both a scholarly and practical background who will bring a new dimension and expertise to our program, as well as help us recruit and increase our number of undergraduate French majors. Areas of interest include but are not limited to: integrating French for Professional Purposes, technology in language education, online second language education.

The successful candidate will be qualified to teach French undergraduate and graduate-level courses at all levels, and in all modalities (in person, hybrid, online), as well as general education courses in English to a broad audience, and to supervise our BLP, which includes in person and online courses. The new hire will also have the ability to work effectively with faculty, staff, and students of diverse backgrounds. Candidates must have an active research agenda and provide evidence and/or promise of scholarly achievement, demonstrated excellence in teaching French language classes, and an active commitment to recruit undergraduate French majors and graduate students. Native or near-native proficiency in English and French is required.

Review of candidates will begin on December 1, 2024. Applications will be accepted until November 15, 2024.

Duties and Responsibilities

Teach two courses per academic year (this includes 1 course reduction per semester for direction of BLP courses). The candidate will be qualified and expected to teach general education courses, French courses for the undergraduate major, especially, but not limited to, courses at the 300 level (i.e., FREN 301, 302, 310, 320) and graduate courses for the Masters in French in the candidate’s area of specialization.
Supervise GATs and instructors teaching in the BLP.
Have and maintain an active research agenda and record of publication commensurate with a Research I institution.
Contribute to University initiatives focused on fostering diversity and inclusive excellence, enhancing student engagement, and mentoring students including those from underrepresented backgrounds.
Actively recruit and assist in recruiting French majors and graduate students.
Contribute to departmental, college and university service.
Participate in Departmental and College-wide activities such as Meet Your Major Fair, Study Abroad Fair, Language Fair, Convocation, Welcome Back receptions, Homecoming, Arizona in Paris study abroad program, Commencement and the Tucson Humanities Festival.

Knowledge, Skills and Abilities

Robust research skills.
Demonstrated student-centered pedagogical knowledge; ability to serve the 21st-century educational needs of a diverse student population at an Hispanic Serving Institution (HSI).
Superior communication and collaboration skills.
Ability to teach a variety of French undergraduate and graduate courses.
Demonstrated interest and potential in recruiting undergraduate French majors and graduate students.

Minimun Qualifications

Ph.D. in French, French linguistics, applied linguistics, second language acquisition, or a closely related field in hand at time of appointment.
Native or near native proficiency in French and English.
Demonstrated excellence in teaching collegiate French language courses in all modalities (in person, hybrid, online).
Evidence or promise of scholarly achievement aligned with the expectations of a Research 1 university.
Demonstrated experience or interest in innovative BLP curriculum development and course design.
Experience assisting with the direction of a Basic Language program.

Preferred Qualifications

Experience with Basic Language Program direction.
Experience working with first-generation college students.

2.7 Assistant Professor in French and/or Francophone Literary and Cultural Studies

The Department of World Languages and Cultures at North Carolina State University invites applications for a tenure-track position at the rank of Assistant Professor in French and/or Francophone Literary and Cultural Studies. We are seeking a dynamic and innovative scholar to contribute to the growth of our undergraduate and graduate programs.

The successful candidate will have the opportunity to develop and teach undergraduate courses, including General Education Program (GEP) courses in English, as well as graduate-level courses, with some offered via teleconference through the UNC-System Language Exchange. The position carries a 2-2 teaching load, blending undergraduate and graduate teaching, along with the supervision and mentorship of M.A. students

Minimum Education and Experience

Ph.D in French and/or Francophone Literature, Cultural Studies, or other related fields with an emphasis on the French-speaking world by the time of appointment.
Native or near-native proficiency in both French and English

Other Required Qualifications

Establish and maintain a rigorous research agenda
Actively serve on department, college, and university committees.
Strong commitment to working collegially and collaboratively, both within the French Section and across our large department of diverse disciplines.

Preferred Qualifications

Previous experience teaching French at the university level, domestically and/or internationally
Experience developing and teaching online courses (synchronous and/or asynchronous)
Expertise in one or more of the following fields: film, media, visual culture, literature and culture of the Maghreb, ecocriticism/environmental humanities, gender and sexuality, and fashion.

About the Department

The Department of World Languages and Cultures at NC State provides students with a broad and intimate understanding of the rich and varied cultures of our globe-understanding that is built on solid competence of spoken and written skills in the language(s) you choose. At the undergraduate level, the Department offers students the opportunity to major in the following programs of study leading to the B.A. degree: Arabic Studies, Asian Language, French, German Studies, and Spanish. Students who are eager to make teaching their career can pursue the B.A. Degree in French or Spanish Education. We also offer minors in the following: Arabic (through Middle Eastern Studies), Chinese, Classics (Greek and Latin), French, German Studies, Hindu/Urdu, Italian, Japanese, Russian, and Spanish. In addition, we teach classes in Korean, Portuguese, and English as a second language. At the graduate level, we have an M.A. program in World Languages and Cultures with three separate concentrations: one in French, one in Spanish and one in TESOL. Each of the concentrations incorporates literature, linguistics, and culture courses. To provide students with more possibilities for languages or levels that may not be taught at NC State, we are part of an inter-institutional collaboration with other schools in the UNC system through a system-wide Language Exchange, so that we may provide greater language opportunities for our students.

For more information, and to apply, please visit the university job posting:

https://jobs.ncsu.edu/postings/209737

Please note that we will start reviewing applications on November 23, 2024.

2.8 Instructor/Assistant Professor – French – World Languages and Literatures

The Department of World Languages and Literatures at the University of Alabama at Birmingham invites applications for a full-time non-tenure earning Instructor or Assistant Professor. Non-tenure-earning faculty are eligible for promotion per university and college guidelines. The teaching load is four courses per semester. We are seeking candidates with significant French teaching experience and a strong background in proficiency-based pedagogies who incorporate technology as well as innovative and interdisciplinary approaches to teaching the French language and Francophone cultures into their teaching. Experience in or interest in teaching French for Specific Purposes is highly desirable.

The position requires teaching a variety of undergraduate French language courses at all levels as well as a variety of upper-level courses in a variety of modalities (online teaching experience is desired but not essential). It requires engaging in departmental, college and university service, including leading co-curricular activities for French students. Interest or experience in organizing summer study abroad programs is essential. The candidate must have the ability to work effectively with students from a wide variety of backgrounds.

The successful candidate must have Advanced High or Superior proficiency in French and English and must have at least a master’s degree in French or a closely related field in hand by the time of appointment (August 15, 2025).

Applications should include: (1) a cover letter (describing teaching and service); (2) CV; (3) transcripts; (4) a teaching portfolio, which may include a teaching philosophy, sample syllabi, a sample activity, a sample assessment, and/or student evaluations; and (5) three professional letters of recommendation, at least one of which must address teaching. Interested applicants please follow this link to apply: https://uab.peopleadmin.com/postings/23139.

Applications received by November 22nd will receive full consideration and review will continue until the position is filled.

Known for its innovative and interdisciplinary approach to education at both the graduate and undergraduate levels, the University of Alabama at Birmingham, a part of the University of Alabama System, is an internationally renowned research university and academic medical center with over $600 million in research awards annually, as well as Alabama’s largest single employer, with some 26,000 employees, and has an annual economic impact exceeding more than $7.15 billion on the state. The pillars of UAB’s mission include education, research, innovation and economic development, community engagement, and patient care. Learn more at www.uab.edu.

UAB is an Equal Employment/Equal Educational Opportunity Institution dedicated to providing equal opportunities and equal access to all individuals regardless of race, color, religion, ethnic or national origin, sex (including pregnancy), genetic information, age, disability, religion, sexual orientation, gender identity, gender expression, and veteran’s status. As required by Title IX, UAB prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to UAB’s Assistant Vice President and Senior Title IX Coordinator. The Title IX notice of nondiscrimination is located at uab.edu/titleix.

A pre-employment background check investigation is performed on candidates selected for employment.

2.9 Assistant Professor in Translation Studies

The Translation Research and Instruction Program (TRIP) seeks to hire an Assistant Professor of Translation Studies with a primary focus on non-literary translation, starting fall 2025. Specialization is open, but preferred areas of research and teaching interests include community translation/interpreting, AI and translation, and/or audiovisual translation. Proficiency in any language pair(s) will be of interest, although applicants with expertise in Middle-Eastern or East-Asian languages will receive favorable consideration.

We are seeking a scholar with a strong track record of published research (or promising potential to build such a record) in translation and/or translation studies. Teaching experience, and the ability to teach both research-oriented seminars and courses involving hands-on translation and/or interpreting will be essential.

The TRIP program (https://www.binghamton.edu/comparative-literature/trip/index.html) has a robust cohort of doctoral students, and a distinguished legacy as the first doctoral granting translation program in the country. It also offers an undergraduate minor, graduate certificates and masters degrees.

The successful candidate will have split teaching and service responsibilities in TRIP and another department to be determined based on departmental needs and the candidate’s areas of disciplinary expertise. They will be responsible for teaching four courses per year including graduate seminars and undergraduate courses in Translation Studies and their additional department, as well as supervising graduate students in Translation Studies on the MA and PhD levels. Applicants are encouraged to address in their applications which department(s) on campus they consider to be the most appropriate academic department to be berthed in.

TRIP is committed to fostering a diverse and inclusive environment through research, teaching, and service and seeks a candidate who will contribute to that mission.

The State University of New York is an Equal Opportunity/Affirmative Action Employer.

Requirements:

The successful applicant must have a Ph.D. in Translation Studies or in an adjacent field (by August 18, 2025) with a dissertation or other research directly related to translation, along with relevant teaching experience.

2.10 Assistant Professor of French

The Department of World Languages, Literatures, & Cultures at High Point University invites applications for an Assistant Professor of French (Non-Tenure Track). The position is to begin in August 2025. This is a renewable post with a 4/3 teaching load.

Area of specialization is open. The successful candidate will be expected to teach primarily beginning and intermediate language courses.

We are particularly interested in candidates well versed in current pedagogies and those who take an innovative approach to teaching French language at the introductory and intermediate levels.

Experience and interest in program development and retention are desirable qualifications.

Requirements: PhD in French (in hand by date of appointment) or related field, near native or native fluency in French and English. Demonstrated excellence in undergraduate language teaching is critical. Work authorization is required as High Point University doesn’t support H1B visa.

Review of applications will begin on November 20th and continue until the position is filled.

The following documents are to be attached: (1) cover letter; (2) curriculum vitae; (3) evidence of teaching effectiveness (e.g., quantitative ratings of instruction or peer evaluations); (4) a statement of teaching philosophy; and (5) three professional references.

Please contact Dr. Benoît Leclercq, Director of French (bleclerc@highpoint.edu), or Dr Daliang Wang, Chair of the Department (dwang@highpoint.edu) with questions about this position.

2.11 Assistant Teaching Professor of French Studies

Wake Forest University’s Department of French Studies invites applications for a non-tenure-track Assistant Teaching Professor to begin July 1, 2025. This is a permanent position with an initial two-year appointment (renewable) that includes funds for professional development; salary is competitive. The position of Assistant Teaching Professor offers a clear promotion track toward Full Teaching Professor, providing opportunities for recognition of excellence in teaching and service. We seek a dynamic teacher with relevant experience and / or interest in directing study abroad. We welcome applications from candidates, particularly those from underrepresented groups, who bring varied experiences, backgrounds, and approaches to the position.

Candidates should have a record of high-quality undergraduate teaching and be committed to contributing to a vibrant French Studies curriculum on campus and on our summer and semester abroad programs in France. Teaching load is 3/3; primarily lower-division French courses with regular opportunity to teach mid-level courses in French (including, depending on experience and interest, courses in translation and phonetics) and first-year seminars in English. M.A. minimum; Ph.D. preferred. Native or near-native fluency in French. Wake Forest University welcomes and encourages diversity and inclusivity, and seeks applicants with demonstrated success in working with diverse populations.

The Department of French Studies is an undergraduate department with nine full-time faculty who teach courses at all levels of the curriculum. We are a collaborative group of colleagues who share a strong commitment to engaging students with the rich and varied perspectives of the Francophone world. Our department has a major and a minor, a concentration in French for Business, and well-established faculty-led study abroad programs in Tours (summer) and Dijon (semester). The Wake Forest undergraduate college is firmly committed to the humanities and offers a variety of opportunities for collaboration across campus. Wake Forest University is an AA/EO employer, and values an inclusive and diverse learning community and campus climate.

Located in Winston-Salem, NC, Wake Forest University is a private, coeducational institution with a student-faculty ratio of 10:1. Ranking among the top fifty national universities, it offers an intellectual community with a rich cultural life, an impressive array of facilities and an active athletics community. For quick facts about the University, go to http://about.wfu.edu/. For quick facts on Winston-Salem, go to https://www.cityofws.org/949/Discover-Winston-Salem.

Applicants should apply online at frenchstudies@wfu.edu, submitting a CV and a letter of application (addressed to members of the Search Committee) that addresses (1) the applicant’s approach to teaching introductory and intermediate language courses, as well as (2) the applicant’s interest in directing study abroad and/or experience with programs abroad. Supporting materials regarding study abroad are welcome. After initial review, selected candidates will be invited to submit a complete dossier. Deadline January 10, 2025.

2.12 French and African American Studies Assistant Clinical/Teaching Professor

The School of Languages and Cultures at Purdue University is seeking an Assistant Professor of Teaching (non-tenure-track clinical faculty) for a joint-appointment in French (School of Languages and Cultures) and African American Studies (School of Interdisciplinary Studies) in the College of Liberal Arts beginning in Fall 2025. The person hired for this position will generally teach four classes per semester at the undergraduate and graduate levels and will be expected to participate in some departmental service activities.

Salary is competitive and commensurate with experience and qualifications. The clinical faculty position at Purdue is benefits-eligible and starts with a three-year contract (renewable), and there is a pathway to promotion to the ranks of clinical associate and full professor.

Education:

The candidate must have a Ph.D. in Francophone Studies, African American Studies, or related field in hand before the start of this position, must be able to teach classes in French and in English at all levels and have previous teaching experience at the college level.

Experience:

Teaching expertise should include the Diaspora of the Atlantic World, Black Transnationalism, and Francophone Cultures.

Application Procedure:

Interested candidates should submit a letter of application indicating relevant experience and qualifications, curriculum vitae, and names of three potential references (letters not required for the initial screening stage). Please use this link to the Purdue Employment website to access the application: https://careers.purdue.edu/job/French-and-African-American- Studies-Assistant-ClinicalTeaching-Professor/34250-en_US/

We will begin reviewing applications on November 25, 2024, and we will continue to accept applications until the position is filled. The contract of the successful candidate will begin on August 18, 2025. A background check is required for employment in this position.

2.13 Assistant Professor of Global French

Position Overview

The Department of French and Italian in the College of Arts and Sciences at The Ohio State University invites applications for a tenure-track Assistant Professor of French and Francophone Studies with a specialization in Global French. The start date is August 15, 2025. The term “Global French” is an umbrella term for all French-speaking cultures, including France. We are interested in candidates whose work centers on Francophone, colonial, and/or post-colonial studies. We are especially interested in candidates whose teaching and research demonstrate interdisciplinary engagement with the broader Francosphere and who bring a transnational, translingual and/or comparative approach to Francophone Studies.

This position will focus on research in areas such as African studies, Afro-European studies, Caribbean studies, French Pacific studies, Middle East and North African studies, comparative colonial or postcolonial studies, diaspora studies, environmental studies, screen media/popular culture studies, gender and sexuality studies, the digital humanities, disability studies, or performance studies.

Performance Objectives

We seek a colleague who will:

develop General Education courses in English that appeal to a diverse student body;
create Distance Learning courses;
contribute to interdisciplinary initiatives across campus relating to their research and teaching areas; and
teach undergraduate and graduate courses.

Teaching duties include literary and cultural studies courses at the graduate and undergraduate levels offered in the French and English languages, including the opportunity to run a summer education abroad program in Paris.

Education and Experience Requirements

Required: Native or near-native proficiency in French and English; PhD in French and Francophone studies or a related field required at time of appointment (August 15, 2025). ABDs welcome to apply.

Desired: Candidates should demonstrate a commitment to building a diverse intellectual community, in line with OSU’s Shared Values (see below).

How to Apply

Apply to the Careers at Ohio State website at https://osujoblinks.com/1ve7

A competitive application consists of the following required elements: a cover letter, curriculum vitae, separate research and teaching statements, a writing sample, and three letters of reference.

You will be presented with the opportunity to attach up to FIVE documents in the Application Documents section. Please include the following:

Attachment 1: Cover Letter: 1-2 page letter, which should include a brief summary of your academic background and why you are interested in this opportunity.
Attachment 2: CV (Curriculum Vitae): Detailed overview of your scholarly experience, including your research experience, teaching and mentoring experience, service, funding, and publications.
Attachment 3: Research Statement: 1-2 page summary of your past research accomplishments, current work/research, and proposal for your future research plan as a faculty member.
Attachment 4: Teaching Statement: 1-2 page statement of your approaches, experience and philosophy regarding your teaching, learning, and mentoring.
Attachment 5: A writing sample of up to 25 pages (in English or French).

You may be asked provide names and contact information for three reference letters later in the search.

Review of applications will begin on November 15, 2024. Inquiries may be directed to Dr. Lucille Toth at toth.297@osu.edu

2.14 Assistant Professor of Francophone Studies

Location: Stony Brook, NY, United States
Open Date: Oct 09, 2024
Deadline: Dec 02, 2024 at 11:59 PM Eastern Time

Description
The Department of Languages and Cultural Studies at Stony Brook University is conducting a search for an Assistant Professor of Francophone Studies.

This position will be central to reinforcing French and Francophone studies at Stony Brook University. It will involve teaching Francophone literature and culture, in French, at the undergraduate and graduate levels, and will also expand on a Francophone curriculum taught in English while contributing to the growing program in Globalization Studies.

This position calls for an interdisciplinary scholar of French and Francophone Studies. Research interests may include postcolonial and decolonial studies, transnational studies, migration and diaspora studies, social and cultural history, literary and cultural studies, translation studies, linguistic and cultural diversity in the Francophone world, and/or sociolinguistic approaches to the study of the Francophone world.

Qualifications
Required Qualifications:
Candidates must hold a doctoral degree (or foreign equivalent) in a field relevant to Francophone Studies. Candidates must have experience in teaching French and Francophone Studies at the university level. Candidates must have a high level of proficiency in both spoken and written French and English. Candidates must have experience with teaching online via Zoom or other synchronous platforms.

Preferred Qualifications:
Three years of teaching experience. Recent (post-2020) experience effectively teaching online courses in French. This is a full-time appointment with an initial three year term, renewable. Reappointment and retention are contingent upon satisfactory performance evaluations.

Application Instructions
To apply, visit http://apply.interfolio.com/156293.

Please upload a cover letter, resume, statement of teaching philosophy, recent teaching evaluations, diversity statement, and at least two letters of recommendation on Interfolio using the Apply Now link. All documents must be in English. Note that for this position, we are unable to sponsor candidates for work visas.

The salary is $90,000 plus location pay. Assistant Professors teach two courses per semester, hold office hours, serve on committees, and participate in curriculum development and assessment.

Deadline: December 2; applications and/or additional documentation will not be accepted after this date.

The selected candidate must successfully clear a background investigation.

In accordance with the Title II Crime Awareness and Security Act, a copy of our crime statistics is available upon request . It can also be viewed online at the University Police website at http://www.stonybrook.edu/police.

2.15 Assistant Professor of French (with specialization in Sub-Saharan Francophone African Literature)

Lehman College invites applications for a tenure-track Assistant Professor position in French, in the Department of Languages and Literatures starting in the Fall 2025.The successful candidate will be expected to teach a variety of French courses across the curriculum, including language, culture, and literature across the centuries and Francophone regions of the world, with a particular focus onSub-Saharan Francophone African Literature.Preference will be given to candidates who are familiar with teaching approaches and perspectives that address the needs of minorities and very diverse populations, especially heritage language speakers from African countries and the Caribbean regions. In addition toa strong commitment to teaching and research excellence,the successful candidate will also be expected to do service for the department and the college, collaborating in duties such as student advising and placement, committee work, and curriculum development.

Assistant Professors at the City University of New York have an annual teaching workload of 18 credits (5-6 courses) per year.

Responsibilities:

Teach undergraduate courses in language, culture, and literature in French.
Develop and deliver courses that explore the literary, cultural, and historical contexts of Francophone Africa.
Engage in scholarly research and publication in the field of Francophone African literature.
Advise and mentor students, including supervising undergraduate research projects and student clubs.
Participate in departmental, college, and university service activities.

Lehman College isa Senior College part of the City University of New Yorksystem that prides itself on its commitment to public urban higher education. Located in the Bronx, the College serves its diverse student body of more than 14,000 students by providing a liberal arts education that prepares them for employment, graduate study, and the professions. Lehman College is ranked 4 th in the U.S. among four-year public institutions for economic mobility for students.

QUALIFICATIONS

Ph.D. degree in area(s) of experience or equivalent. Also required are the ability to teach successfully, demonstrated scholarship or achievement, and ability to cooperate with others for the good of the institution.

Qualifications:

Ph.D. in French.
Demonstrated expertise in Sub-Saharan Francophone African literature.
Evidence of effective teaching at the college level.
A record of or potential for scholarly research and publication.
Native or near-native proficiency in French and English.
Commitment to diversity, equity, and inclusion in teaching, research, and service.

COMPENSATION

Assistant Professor:

$82,928 – $93,134

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

HOW TO APPLY

For a list of all jobs available at CUNY, visit the following page: https://cuny.jobs/

Visit https://www.cuny.edu/employment/ , select “Search Job Postings,” and “All Postings,” search for this vacancy using the Job ID or Title. Select “Apply for Job.” Select sign in if you already have an account or register a New User account if you do not, and provide the requested information.

For more instructions on applying for a job at CUNY, see https://www.cuny.edu/employment/system-instructions/applying/

Candidates must upload a curriculum vitae , a statement of teaching , and a cover letter including the names of three professional references – name, title, organization, and contact information –who may subsequently be contacted for letters of recommendationto be sent to the chair of the search committee at french.assistantprofessor@lehman.cuny.edu .

For technical issues, please contact the service desk by email: service.desk@cuny.edu . If you can, provide screenshots. Please do not provide your User Account password; it is not needed to investigate any issue.

For questions about the content of any job posting, please contact the Human Resources department: human.resources@lehman.cuny.edu

CLOSING DATE

Please submit completed applications by November 18, 2024 for full consideration.Review of applications will continue until a candidate has been identified.

2.16 Senior Instructional Professor and French Language Program Director (LPD)

The Department of Romance Languages and Literatures invites applications for a position as Director of the French Language Program with an expected start date of September 1, 2025 or as soon as possible thereafter. The selected candidate will be appointed at the rank of Assistant Senior Instructional Professor, Associate Senior Instructional Professor, or Senior Instructional Professor, commensurate with experience and qualifications. The initial appointment is for a minimum term of 3 years, with longer term lengths possible depending on the rank offered to the selected candidate. The position is renewable upon successful review.

The selected candidate will serve as French Language Program Director (LPD). As the second-largest language program at the University, the French Language Program serves approximately 700 students annually at a variety of levels from introductory to advanced, and many students go on to major or minor in French and Francophone Studies or Romance Languages, Literatures, and Cultures. We are looking for a colleague who will provide leadership and vision for this dynamic program, help guide the development of a curriculum for heritage speakers and other new curricula and co-curricular programs, promote French language and culture in the rich heterogeneity of its global contexts, and sustain a language program that provides rigorous language instruction meeting the needs of the 21st-century learner. The LPD also plays a lead role in the interface of the language program with the upper-level literature/culture curriculum and French and Francophone Studies major/minor program, as well as with our Haitian Kreyòl program.

The LPD is responsible for overseeing the curriculum and budget for the program, the placement and assessment of students, co-curricular programming, and the supervision and review of a staff of 8 full-time unionized Instructional Professors, as well as other part-time lecturers. The LPD oversees the training and mentoring of graduate student language teachers as well as exchange lecturers and exchange language assistants. The LPD currently teaches 3 courses per year (on the quarter system) in the program and oversees all aspects of the program during the regular academic year. The successful candidate will also be expected to remain engaged with some administrative duties concerning the program throughout the year.

Qualifications

Minimum requirements include:

A Master’s degree or equivalent, preferably in Second Language Acquisition or a field related to French language instruction
Superior level of academic proficiency (CEFRL C1, ACTFL Advanced High, or equivalent) in French, as well as proficiency in English
Previous teaching experience at the college level
Potential to be a successful manager and leader of a program of French language instruction
Experience in the development of instructional materials

Candidates must be able to demonstrate their language proficiency via certification or in the interview process.

Preferred qualifications include:

PhD or equivalent, preferably in Second Language Acquisition or a field related to French language instruction
Specialized training in second language teaching or acquisition
Experience coordinating or managing a French language program and co-curricular programming

Application Instructions

Applicants must upload the following materials to the University of Chicago’s recruitment website at https://apply.interfolio.com/156292. Review will begin on November 11, 2024 and will continue until the position is filled or the posting is closed.

The following materials are due with initial application

CV
2 Cover Letters (one in English, one in French), addressing the applicant’s approach to directing a French language program and potential to be a successful manager
Statement of teaching philosophy (one page maximum)
Three Sample Syllabi (one each at beginning, intermediate, and advanced levels)
Contact information for three references (letters will be solicited only for finalists)

Candidates who advance to a subsequent stage of review will be asked to provide the following:

A 15-20 minute video of their classroom teaching-remote or in-person (mock class acceptable) and accompanying lesson plan;
Examples of self-designed teaching materials
Description of curricular implementation at the course or course-sequence level
Sample teaching evaluations (5 pages maximum);

Only complete applications will be considered. Applicants will be asked to provide additional materials following the initial review of applications. Questions may be directed to Callie Manick at cpbrown@uchicago.edu.

Position contingent on final budgetary approval.

2.17 Hall Family Foundation Assistant Professorship in French

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.

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.

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.

Candidate Instructions

All applications must be submitted online at http://www.employment.ku.edu/academic/29104BR.

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.

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

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

2.18 Assistant Professor of French

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. 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. 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. 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.

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

All materials must be submitted electronically at https://www.ugajobsearch.com/postings/398523.

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.

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. The University 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).

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.

2.19 Assistant Teaching Professor

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.

2.20 Teaching Assistant Professor of French

eaching 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.

2.21 Assistant Professor of Ethnicity, Migration and Critical Race Theory

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.

2.22 Assistant Professor of the Practice in French / Coordinator of French Language Program

The Department of Romance Languages and Literatures at Boston College invites applications for the position of Coordinator of the French Language Program with the rank of Assistant Professor of the Practice. This is a three-year renewable, full-time appointment, beginning July 1, 2025.

Our department values collaboration and dynamism, and our colleagues contribute to a rigorous French literature and culture curriculum covering various periods. Our French language program engages with contemporary French and Francophone cultures across media (audio visual, music and visual arts, for example). We welcome candidates with wide interests in French and Francophone culture, and native or near-native fluency in any variety of French (European, Caribbean, North American, African etc.).

The applicant must have either a Ph.D. or M.A. (in hand by June 2025) in Second Language Acquisition and teaching (French), Applied Linguistics, French/Francophone Language, Literature and/or Culture or related fields. The successful candidate will also have native or near-native ability in both French and English; evidence of excellence in teaching and knowledge of best practices in pedagogy; significant experience in course coordination, personnel supervision, and curriculum development; familiarity with computer-assisted instruction; and the ability to train instructors in multi-media language-teaching methodology.

This Assistant Professor of the Practice role entails a 3-3 teaching load, with the coordination responsibilities counting as the equivalent of one course per semester. The Coordinator administers a multi-section language program of Elementary, Intermediate, and Third-Year French, working to ensure uniformity of pedagogy, instructional materials, and learning outcomes, as well as a seamless passage from one level to the next. Additional responsibilities include conducting pre-service and in-service workshops, performing class observations, addressing student concerns, and developing exams, quizzes and other course materials, in addition to hiring and training part-time faculty and Teaching Fellows (student teachers from our M.A. program).

Applications should include a cover letter, curriculum vitae, statement of teaching philosophy, teaching evaluations from the most recent academic year, and three confidential letters of recommendation. Please visit http://apply.interfolio.com/152602 to apply. The deadline for applications is November 1, 2024.

Boston College conducts pre-employment background checks as part of the hiring process.

Boston College is a Jesuit, Catholic university that strives to integrate research excellence with a foundational commitment to formative liberal arts education. The university is an affirmative action, equal opportunity employer. In concert with our Jesuit, Catholic mission, Boston College is dedicated to the goal of building a culturally diverse and pluralistic faculty and staff committed to teaching and working in a multicultural environment and strongly encourages applications from women, minorities, individuals with disabilities, and covered veterans.

2.23 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.

2.24 First Book Grant

The Independent Social Research Foundation wishes to support recent PhD graduates in their effort to turn their PhD thesis into a publishable book.

Researchers may apply from across the social sciences and the humanities. The awards are intended to provide a research stipend (to cover living costs) for a period of up to twelve months, plus appropriate research expenses.

Eligible Applicants

Scholars from within Europe^† are eligible to apply. Candidates must have been awarded their PhD and should be within three years of PhD award at the time of application (career breaks, such as periods of medical leave, parental leave, or caring commitments, will be taken into account), and should not already hold a permanent salaried position within academia.^‡ The awards are intended as providing a stipend to allow applicants full or partial support for the conversion of their PhD thesis into a book,* and relief from non-academic work (including domestic care), for a period of up to one year.

A final publication contract need not be in place at the time of application. However, applicants should have developed a specific publication plan, and describe any of their preliminary inquiries to publishers (see Plan of Publication below).

PLEASE NOTE: Eligibility for ISRF funding opportunities is unaffected by Brexit. We continue to encourage applications from scholars working within Europe (geographically defined – so, including those at UK institutions).

Eligible Research

The ISRF is looking for innovative research that breaks with existing explanatory frameworks so as to address afresh empirical problems with no currently adequate theory or investigative methodology. Innovation may also come from controversial theoretical approaches motivated by critical challenge of incumbent theories. Interdisciplinarity in the generation of new investigative initiatives may be achieved by combining, cross-fertilising, and so transforming empirical methods and theoretical insights from the social sciences. Projects ranging across the breadth of the social scientific disciplines and interdisciplinary research fields are welcome, and relevant applications from scholars working within the humanities are also encouraged.

The Application

The Project Proposal

All applicants will be expected to provide the following details as part of their proposal, in English:

Proposal Summary: the research’s aims, methods, contribution to knowledge, and value in realising the goals of ISRF (300 words)
Thesis Abstract: An abstract of your PhD thesis (400 words)
Theory & Methodology: What theoretical and methodological framework your doctoral research deployed (400 words)
Key Findings : The key empirical and/or theoretical findings of your doctoral research (250 words)
Background: The scholarly debates and/or disciplines addressed in your research, and the contribution your thesis offers (250 words)
Work Plan: How the work of adapting your thesis for publication will be organised over the award period, with special emphasis on any further research that is needed (400 words)
Plan for Publication: Which publishers you are planning to contact, and why (200 words)

For example Research Proposals from previous First Book Fellows, see the project pages for Beatriz Aragón, Sandra Araújo & Anna Molas.

The Submitted Application

This will be read by academic evaluators who are social scientists but not necessarily in the applicant’s own field; applicants should bear this in mind when writing their application. Assessors will be asked to pay particular attention to the feasibility of your Work Plan and Plan for Publication. Our Assessment Procedure is set out online.

In order to be considered for the award, all applications must comprise the following:

A COMPLETED APPLICATION FORM, TO INCLUDE:

A completed, anonymised Project Proposal form (2200 words total)
A Bibliography listing all sources referenced in the proposal. This should be limited to two sides of A4 and any references to the applicant’s own previous publications should be anonymised. This should be uploaded as a separate attachment
An anonymised Budget.

YOUR FINAL PHD THESIS

A link to your final PhD thesis in an online repository, if available. Your thesis will be treated confidentially and will only be seen by ISRF academic staff.

Relevant Academic Activities & Publications

A list of relevant publications and academic activities.

The contact details for a referee:

Please nominate a referee (ideally your external examiner). Your referee may be contacted to write a statement of support only in the event that your project is shortlisted. The statement of support, if solicited, will be asked to speak to your ability to successfully complete the proposed project.

EMPLOYER Approval

Where applicants wish to be bought out from existing employment (either wholly or in part) they must confirm that their employer is aware of their application, and should provide the contact details for the relevant contact. Should your application progress, this contact will be asked to confirm, on behalf of your employer, that:

You will be granted the period and proportion of time requested in the Duration and Timing section;
If replacement costs are requested, you will be in receipt of your normal salary during tenure of the award and the institution will provide cover.

It is therefore advisable that you ensure that your Employer is in agreement with the content of your application before you submit.

3. Announcements

3.1 Exploring the Ethnographic Archive : Early Ethnographers in the Long Nineteenth Century

Colloque international en ligne, 5-6 décembre 2024

Le colloque international en ligne « Exploring the Ethnographic Archive : Early Ethnographers in the Long Nineteenth Century » fait partie du projet de recherche Early Ethnographers in the Long Nineteenth Century, dirigé par Han F. Vermeulen (Max Planck Institute for Social Anthropology, Allemagne), Fabiana Dimpflmeier (Gabriele d’Annunzio University of Chieti – Pescara, Italy) et Maria Beatrice Di Brizio (Centro di Ricerca Mobilità Diversità Inclusione sociale, MODI – University of Bologna, Italy).
Des chercheurs de la communauté internationale qui se consacrent à l’étude des histoires des anthropologies y présenteront des études critiques à partir d’archives ethnographiques remontant au XIX^e siècle et apporteront une mise en perspective depuis les travaux d’ethnographes pionniers appartenant à des traditions savantes européennes et extra-européennes. Le projet est soutenu par Bérose – encyclopédie internationale des histoires de l’anthropologie, History of Anthropology Review (HAR), le History of Anthropology Network (HOAN) de l’EASA.
Bérose héberge le colloque international.

Accès libre.
Lien :
https://cnrs.zoom.us/j/94484479007?pwd=cTf7ZPWGp9nBpOA7g4gt4okgPioq4z.1

Programme en ligne ici : https://heyzine.com/flip-book/0b605a2937.html.

3.2 Writing a New Textbook on Memory Studies, hosted by: Aline Sierp

With the field of Memory Studies maturing, it is being incorporated/making its way into higher education curricula around the world. Although many chunky edited volumes are available that survey new topics and methodological innovations in Memory Studies, there is a surprising lack of textbooks written explicitly for use in the classroom. Routledge thus wants to publish a new textbook that provides a new introduction to the topic that will reflect current thinking and debate. They are looking for a single-authored book that is relatively short (200-250 pages) and clearly pitched to a student audience. It should investigate new currents in the field and cover development world-wide. During this dMSA session, we will brainstorm about the potential structure and content of this new textbook. The aim is to hear from both teachers and students about what they find important, which topics they would include, and which elements would make the textbook valuable and useful for them. Initial thoughts and reflections will be provided by Astrid Erll (University of Frankfurt) and Jie-Hyun Lim (Sogang University, Seoul). The session will be chaired by Aline Sierp (Maastricht University).

At: 06/11/2024 5:00pm, in cooperation with:

Speakers: Astrid Erll, Jie-Hyun Lim

3.3 Génocide de Tutsis du Rwanda : Réflexions sur l’Histoire

Institute for French Studies, New York University

Join us Wednesday, October 30th at 6:30 PM for a discussion with François Robinet on the role historians played in documenting the Genocide of the Tutsis and how investigative practices have evolved since 1994.

Drawing on a critical reflection of a historian’s career and on the position and role of historians in the writing of the history of Rwanda and the genocide of the Tutsis, this event will provide an opportunity to examine the evolution of investigative practices vis-a-vis the writing of this history since 1994. In considering how historians engage with fields less familiar to them (the media, the judiciary and even politics), we will also reflect on the implications such approaches have on the production of history itself.

François Robinet is Visiting Associate Professor at The Department of French Literature, Thought and Culture at New York University. He has been an Associate Professor of Contemporary History at the University of Versailles-Saint-Quentin-en-Yvelines (Paris-Saclay University) since 2013. He is co-curator of the exhibition “Rwanda 1994. Traces of the Tutsi genocide” (2024) and has just coordinated with Rémi Korman the special issue of Matériaux pour l’histoire de notre temps “Rwanda 1994. Archives, mémoires, héritages” (La Contemporaine, 2024).

This event will be held in French. Click the link below to RSVP and learn more about the event. We hope to see you there!

3.4 Cambridge Modern French Research Seminar – Michaelmas Term 2024-2025

Monday 11th November, 5:30pm, McCrum Lecture Theatre* (Corpus Christi College)

Nesrine Slaoui, ‘Pour un féminisme anti-raciste’

Nesrine Slaoui is a French-Moroccan journalist, author, director and editorial writer based in Paris. She has published two books: one autobiographical narrative detailing her experience of growing up in a working-class, immigrant neighbourhood in the south of France and going on to study at the prestigious university Sciences Po (Illégitimes, 2021) and the other an exploration of racism, sexism, and violence towards women through the two fictional characters inspired by real-life stories (Seule, 2023). She is also the director of the Arte documentary Kim Kardashian Theory, a sociological analysis of “une icône de notre époque”. Her new book, Notre dignité, is published with Stock on the 16th of October 2024. From Stock’s website: ‘Dans cet essai vibrant politiquement et nourri de références et de vécus, Nesrine Slaoui fouille les enjeux historiographiques et intimes de la condition de la femme maghrébine en France et propose une approche intersectionnelle invitant à la réparation collective.’

*(Please note that the McCrum Lecture Theatre is accessed via the cobbled yard next to the Eagle pub on Benet Street (i.e. not via the main entrance to Corpus Christi College). The auditorium is accessible by wheelchair.)

Talks will be delivered in French. All are most welcome to this term’s events: for all questions, please contact co-convenors Maddison Sumner (mls69@cam.ac.uk) and Tobias Barnett (tldb2@cam.ac.uk).

4. New Publications

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

Sophie Maríñez

University of Pennsylvania Press

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

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

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

4.2 Les esclavages en Afrique. Passé(s), présent(s) et héritages

Auteur(s) :Klara BOYER-ROSSOL, Marie-Pierre BALLARIN

Editions Karthala

La recherche sur l’esclavage en Afrique s’est profondément renouvelée ces dix dernières années. Portée par des chercheurs africains – historiens, anthropologues, sociologues, entre autres – organisés dans des centres de recherche du continent, mais aussi par des acteurs institutionnels (professionnels des musées et du patrimoine) et des associations africaines (associations antiesclavagistes et de défense des droits de l’homme), de nouvelles questions émergent. Dans l’histoire, quelle est l’articulation entre les traites externes et les traites internes des captifs en Afrique ? Y a-t-il eu selon les sociétés africaines une diversité des systèmes et des situations serviles ? Quel a été le vécu des esclavisé·es ? A l’articulation entre le passé et le présent, quelle a été leur place dans les sociétés ? Actuellement, quelles revendications spécifiques portent leurs descendant·es ? Y a-t-il une ou des mémoires de l’esclavage en Afrique ? Cet ouvrage est une somme issue des travaux d’un vaste réseau de chercheurs et de chercheuses qui se sont rencontré·es à Nairobi lors de la conférence internationale « L’esclavage en Afrique : histoire, héritages et actualités ».

Marie Pierre Ballarin est directrice de recherche à l’IRD (URMIS – Migrations et Société). Elle est historienne, spécialiste du post-esclavage en Afrique de l’Est et coordonne le réseau européen « SLAFNET – Slavery in Africa : a dialogue between Europe and Africa » établi grâce à un financement de la Commission Européenne (RISE H2020).Klara Boyer-Rossol est chercheuse boursière internationale au Bonn Center for Dependency and Slavery Studies, Université de Bonn. Historienne, elle est spécialiste de la diaspora est-africaine issue des traites de captifs dans l’océan Indien occidental du XIXe siècle. Autrice de nombreux articles et chapitres de livres (Cambridge Press, Africa World Press, Histoire générale de l’Afrique de l’Unesco, etc.), elle est aussi curatrice et membre du comité scientifique du musée de l’Esclavage intercontinental de l’île Maurice (ISM).

4.3 Seeing Baya: Portrait of an Algerian Artist in Paris

Alice Kaplan

The University of Chicago Press

The first biography of the Algerian artist Baya Mahieddine, celebrated in mid-twentieth-century Paris, her life shrouded in myth.

On a flower farm in colonial Algeria, a servant and field worker known as Baya escaped the drudgery of her labor by coloring the skirts in fashion magazines. Three years later, in November 1947, her paintings and fanciful clay beasts were featured in a solo show in Paris. She wasn’t yet sixteen years old. In this first biography of Baya, Alice Kaplan tells the story of a young woman seemingly trapped in subsistence who becomes a sensation in the French capital, then mysteriously fades from the history of modern art—only to reemerge after independence as an icon of Algerian artistic heritage.

The toast of Paris for the 1947 season, Baya inspired colonialist fantasies about her “primitive” genius as well as genuine appreciation. She was featured in newspapers, on the radio, and in a newsreel; her art was praised by Breton and Camus, Marchand and Braque. At the dawn of Algerian liberation, her appearance in Paris was used to stage the illusion of French-Algerian friendship, while horrific French massacres in Algeria were still fresh in memory.

Kaplan uncovers the central figures in Baya’s life and the role they played in her artistic career. Among the most poignant was Marguerite Caminat-McEwen-Benhoura, who took Baya from her sister’s farm to Algiers, where Baya worked as Marguerite’s maid and was given paint and brushes. A complex and endearing character, Marguerite—and her Pygmalion ambitions—was decisive in shaping Baya’s destiny. Kaplan also looks closely at Baya’s earliest paintings with an eye to their themes, their palette and design, and their enduring influence.

In vivid prose that brings Baya’s story into the present, Kaplan’s book, the fruit of scrupulous research in Algiers, Blida, Paris, and Provence, allows us to see in a whole new light the beloved artist who signed her paintings simply “Baya.”

4.4 Silence ! Nos âmes se parlent – Mon parcours de flamme jumelle Deuxième partie

Auteur : Rose Henselmann

Les Editions du Net

Résumé du livre

Quatre ans plus tard…

Je ne dis plus « Adieu » mais « Au revoir ».

Je n’attends plus, je patiente.

Je ne me projette pas, je rêve.

Je n’ai plus peur, je garde foi.

Notre lien indéfectible m’a appris ce qui est le plus important au monde : « Revenir à qui je suis réellement et à m’aimer ».

Un cheminement spirituel intense, riche de rebondissements, que je souhaite aujourd’hui transmettre avec cette suite.

C’est possible de guérir ses blessures de l’enfance, trans générationnelles et karmiques. Tout est possible !

4.5 Africonomics: A History of Western Ignorance

By Bronwen Everill

Harper Collins

We need to think differently about African economics.

For centuries, Westerners have tried to ‘fix’ African economies. From the abolition of slavery onwards, missionaries, philanthropists, development economists and NGOs have arrived on the continent, full of good intentions and bad ideas. Their experiments have invariably gone awry, to the great surprise of all involved.

In this short, bold story of Western economic thought about Africa, historian Bronwen Everill argues that these interventions fail because they start from a misguided premise: that African economies just need to be more like the West. Ignoring Africa’s own traditions of economic thought, Europeans and Americans assumed a set of universal economic laws that they thought could be applied anywhere. They enforced specifically Western ideas about growth, wealth, debt, unemployment, inflation, women’s work and more, and used Western metrics to find African countries wanting.

The West does not know better than African nations how an economy should be run. By laying bare the myths and realities of our tangled economic history, Africonomics moves from Western ignorance to African knowledge.

4.6 Continents manuscrits, n˚23 : “Senghor : genèse, héritage, actualité”

(dir. Edoardo Cagnan et Claire Riffard)

Qu’il s’agisse de l’encenser ou de le discréditer, Léopold Sédar Senghor (1906-2001) reste l’un des auteurs francophones les plus étudiés. Un groupe de recherche international, rattaché à l’Université Cheikh Anta Diop de Dakar et à l’Institut des textes et manuscrits modernes (ENS/CNRS) à Paris, a été créé pour donner une nouvelle impulsion aux études senghoriennes. Il s’agit de partir des archives pour renouveler les approches : brouillons poétiques, carnets, correspondances, versions préoriginales… Mais constituer et consulter les archives de Senghor ne signifie pas ériger un mausolée de papier à la gloire du poète-président : il s’agit plutôt de remonter la source pour outiller le regard critique du chercheur.

Le numéro 23 de Continents manuscrits, « Senghor : genèse, héritage, actualité », est un jalon important des travaux du groupe de recherche. La section « Genèse » rassemble onze articles, issus des communications présentées lors de la journée d’étude Léopold Sédar Senghor : genèse d’une œuvre, qui s’est déroulée à la BnF-Richelieu le 27 juin 2024. Intitulée « Héritage », la deuxième section propose cinq entretiens : le premier reprend un entretien de Senghor portant sur la poésie et la francophonie, réalisé par Serge Bourjea et paru dans Notre librairie en 1985, tandis que dans les quatre autres entretiens des personnalités contemporaines (J.-G. Bosio, Sylvie Kandé, Nimrod et Elgas) partagent des souvenirs et rendent compte de leur rapport à l’œuvre de Senghor. Enfin, dans la section « Actualité », des spécialistes rendent compte d’ouvrages parus depuis 2020 sur la vie et l’œuvre poétique et politique de Senghor.

Continents manuscrits, n˚ 23, « Senghor : genèse, héritage, actualité » (dossier coordonné par Edoardo Cagnan et Claire Riffard, avec l’aide de Yann Bösiger), 2024

4.7 Études françaises, n° 60-1 : « Tierno Monénembo. “De vent, de salive et d’encre” » (dir. Josias Semujanga)

Montréal, Les Presses de l’Université de Montréal, 2024

Études françaises, volume 60, numéro 1

« Tierno Monénembo. “De vent, de salive et d’encre” »

Numéro préparé par Josias Semujanga

Ce numéro est consacré à l’œuvre de Tierno Monénembo, l’un des grands écrivains francophones, figure de proue de la deuxième génération des romanciers africains apparue dans les années 1980, celle de Sony Labou Tansi, de Boubacar Boris Diop, de Williams Sassine, promouvant une écriture très novatrice par rapport à celle de leurs prédécesseurs. Il pose un regard neuf sur l’œuvre romanesque de cet auteur, en centrant ses analyses sur le spectre de l’histoire africaine ancienne et contemporaine dans le contexte de la globalisation des cultures, des idées et des pratiques, et en montrant comment cette œuvre transculturelle se caractérise par la polyphonie des voix narratives, l’intertextualité, les relations entre différents genres littéraires et les autres formes d’art (cinéma, musique, peinture). Dans ce corpus varié et complexe, la réflexion sur les rapports entre littérature et mémoire s’adosse à la déconstruction des discours dominants et des idées reçues, des grands récits historiques et des slogans politiques ou religieux.

Ce dossier met aussi en lumière le fait que, tout en s’appuyant sur l’histoire, l’écriture de Monénembo pose la question des formes choisies pour se distancier de l’archive, de façon que celle-ci ne prenne pas le pas sur le roman, œuvre de création, ni sur l’imaginaire littéraire. Il interroge enfin la relation complexe du passé et du présent afin de sonder le sens de l’histoire pour les lecteurs contemporains des romans de cet écrivain majeur.

4.8 Romantismes, n°205, 2024-3 : “Présences noires” (dir. Sarga Moussa)

4.9 Typologies of Humor in African Literatures, by Adwoa A Opoku-Agyemang

Examining humor and four of its archetypes in twentieth-century African literature

Typologies of Humor in African Literatures is a study on the use of humor and comedy in African literary texts across the twentieth century. Despite humor being omnipresent in African societies and their literatures, discussions of contemporary African literature have largely dismissed it as being too lighthearted compared to the more serious issues of post-colonial history, class inequality, and politics. Adwoa A. Opoku-Agyemang, while acknowledging the seriousness of the subject matter, establishes humor as an essential component of African fiction.

The book analyzes four comedic archetypes: the Trickster, who is unapologetically amoral and entertaining; the Mimic, whose everyday dealings exude ambiguity; the Interpreter, who demonstrates the comic potential of language differences while showing how a single message can mean contrasting things; and the Deviant, who throws norms into question all the while reinforcing them. These character types and the humor they produce present a constant pursuit of balance between contrasting worldviews and frames of reference within the imbrication of different languages, classes, political factions, genders, and (un)officialdoms. The product of these rowdy relations are people who take the weirdness and run with it to generate diegetic and intradiegetic laughs. By analyzing Francophone and Anglophone African writing and how it overlays local languages, Opoku-Agyemang contributes a uniquely African voice to the primarily Western-dominated field of humor studies.

SFPS Monthly Mailing, October 2024

1. Calls for Papers/Contributions

1.1 Surréalismes Paris 2024 (American University of Paris)

1.2 Le patrimoine culturel immatériel : entre construction identitaire et dialogue interculturel (Fès)

1.3 World Poetry Today. Production, Translation, Reception (Tartu, Estonie)

1.4 Circulation(s. 39e Congrès International du CIÉF (Le Cap, Afrique du Sud)

1.5 Fabriquer autrement : vers de nouvelles manières de “faire livre” (Saint-Denis)

1.6 Être francophone : échanges, espaces et appartenances (revue Port Acadie)

1.7 “Qu’as-tu fait de mon pays ?” L’engagement littéraire des littératures autochtones contemporaines au Québec

1.8 Call for Papers for the International Research Workshop at the University of Glasgow (20 February 2025)

1.9 CfP Polyphony and Silence May 2025

1.10 Deadline Extended: Media Fields Journal Issue 19, “Archival Elements”

1.11 Organized Panels at LSA 2025. June 17-21, 2025 (Hybrid: Lagos and Zoom)

1.12 Annual Conference – AFEC – Canadian Studies in France- Emerging research in Canadian studies

1.13 Self-Determination and Sovereignty (A Call for Proposals from the Radical History Review)

1.14 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)

1.15 26th South East Conference for Languages, Literatures and Film (DeLand, Floride, USA)

1.16 Fictions de l’eau : écopoétique bleue et hydro-(im)matérialité

1.17 “(Ré)conciliation?” Graduate Student Conference à Columbia University (New York City)

1.18 Déracinement-Enracinement : de l’Inde à la Caraïbe. Répercussions sociales, culturelles, littéraires et linguistiques (revue Archipélies)

2. Job and Scholarship Opportunities

2.1 Mercer University’s College of Professional Advancement, Assistant or Associate Professor of Atlantic World History

2.2 The Warburg Institue, Long-Term Research Fellowships in Intellectual, Cultural and Art History

2.3 Warner Woodring Chair in Colonial U.S., British, or Atlantic History

2.4 University of Glasgow Lecturer in Text/Image Studies (R&T Track)

2.5 Department Chair, Texas Tech University

2.6 Assistant Professor, French (TE), University of Arizona

2.7 Assistant Professor in French and/or Francophone Literary and Cultural Studies

2.8 Instructor/Assistant Professor – French – World Languages and Literatures

2.9 Assistant Professor in Translation Studies

2.10 Assistant Professor of French

2.11 Assistant Teaching Professor of French Studies

2.12 French and African American Studies Assistant Clinical/Teaching Professor

2.13 Assistant Professor of Global French

2.14 Assistant Professor of Francophone Studies

2.15 Assistant Professor of French (with specialization in Sub-Saharan Francophone African Literature)

2.16 Senior Instructional Professor and French Language Program Director (LPD)

2.17 Hall Family Foundation Assistant Professorship in French

2.18 Assistant Professor of French

2.19 Assistant Teaching Professor

2.20 Teaching Assistant Professor of French

2.21 Assistant Professor of Ethnicity, Migration and Critical Race Theory

2.22 Assistant Professor of the Practice in French / Coordinator of French Language Program

2.23 Assistant Professor or Associate Professor of Francophone African Literature

2.24 First Book Grant

3. Announcements

3.1 Exploring the Ethnographic Archive : Early Ethnographers in the Long Nineteenth Century

3.2 Writing a New Textbook on Memory Studies, hosted by: Aline Sierp

3.3 Génocide de Tutsis du Rwanda : Réflexions sur l’Histoire

3.4 Cambridge Modern French Research Seminar – Michaelmas Term 2024-2025

4. New Publications

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

4.2 Les esclavages en Afrique. Passé(s), présent(s) et héritages

4.3 Seeing Baya: Portrait of an Algerian Artist in Paris

4.4 Silence ! Nos âmes se parlent – Mon parcours de flamme jumelle Deuxième partie

4.5 Africonomics: A History of Western Ignorance

4.6 Continents manuscrits, n˚23 : “Senghor : genèse, héritage, actualité”

4.7 Études françaises, n° 60-1 : « Tierno Monénembo. “De vent, de salive et d’encre” » (dir. Josias Semujanga)

4.8 Romantismes, n°205, 2024-3 : “Présences noires” (dir. Sarga Moussa)

4.9 Typologies of Humor in African Literatures, by Adwoa A Opoku-Agyemang

Hadley Galbraith

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