Contents
1.1 ‘Holding it together: The shape of postcolonial bricolage’ (L’Esprit Créateur)
1.2 French Colonial Historical Society 2027 Annual Meeting (University of Louisiana at Lafayette)
1.3 Dé/cloisonnement des frontières dans le monde francophone (Athènes, Grèce)
1.5 Writing Codes (Esprit créateur)
1.6 Seismic Politics: impacts and responses from the global to the local (University of Hull)
1.9 Journée d’étude : la recherche-création en bande dessinée (Univ. de Montpellier)
1.10 La littérature à l’épreuve de la contemporanéité : Héritage et Horizons (Kénitra Maroc)
2.3 Assistant Professor or Associate Professor in Arab Studies, University of Ottawa
2.4 Assistant Professor of French, University of North Carolina at Charlotte
2.5 Assistant Professor of Comparative Literature, Brown University
2.6 27-40 Tenure-Track Assistant Professor of French and Languages, West Chester University
2.7 Assistant Professor of French Language and Culture, Soka University
2.8 1-year Visiting Assistant Professor Position in French and Francophone Studies, Colby College
2.9 Assistant Professor of French, Columbia University in the City of New York
2.10 Visiting Assistant Professor of French, Berry College
2.11 Visiting Lecturer, Spanish and French, Bentley University
2.12 Assistant Professor of French, University of Virginia
2.16 Associate Professor or Professor of Women, Gender & Sexuality Studies, University of Virginia
2.17 Tenured Joint Position: Environmental Justice and the Humanities, University of Michigan
2.18 Research Assistant post (9 months, part-time), The Languages Gateway
3.1 Ph.D. Program in French at the CUNY Graduate Center–apply by January 1, 2027
3.2 Winthrop-King events, 26-27 and other news
3.3 New MSt in Histories and Cultures of Colonisation
3.4 UCC French Department research seminar programme 2026/2027
3.4 2026 SFPS Essay Prize winners
3.6 Modern & Contemporary France: upcoming Editorial Board vacancies
3.7 Intimités/Intimacies (Seminar)
3.8 SAS Research Training Programme 2026 / 27 – TERM 1
3.9 Ça (ne) se fait pas: on Margins in Contemporary French and Francophone Literature
4.2 French History, Volume 40, Issue 3, September 2026
4.3 The French Australian Review – No 80 Australian Winter 2026
4.4 Reading in Translation – Archipelagic Francospheres, Transoceanic Dialogues through Translation
4.5 L’Esprit Créateur 66:2 (2026) Summer, “Faits Divers and the Fictions of Race”
4.6 Australian Journal of French Studies: Now Available Open Access
4.7 Journal of Romance Studies: New open access issue now available
1. Calls for Papers/Contributions
1.1 ‘Holding it together: The shape of postcolonial bricolage’ (L’Esprit Créateur)
Call for Papers: ‘Holding it together: The shape of postcolonial bricolage’, special issue of L’Esprit Créateur guest edited by Joanne Brueton, Sura Qadiri, Rebekah Vince, and Khalid Lyamlahy.
Holding it together: The shape of postcolonial bricolage
None of the threads are friendly; they are merely cohabiting, finding a way to live together, like cities, like gardens, like refugees, like artists.
Sheila Hicks[1]
The concept of bricolage has been influential in the history of Francophone thought. Claude Lévi Strauss used the term in La Pensée sauvage (1962) as an epistemological metaphor, evoking both the cognitive processes of myths cobbled together from the disparate fragments of other cultural formations, and a form of practical knowledge that opposes the Promethean scope of Western science. Because bricolage is not attached to a privileged source or absolute ‘archia’ (beginning), Jacques Derrida saw it as a general feature of discourse itself, which relies on interpretation and imagination, rather than an empirical truth-value (1967: 419). For Gérard Genette, the key task of any literary critic is to proceed through bricolage, borrowing from whichever conceptual tools come to hand as a way of deciphering the meaning of a text (1966: 145).
In this special issue, we seek to move beyond the purely discursive connotations of bricolage and return to its roots as a creative practice born from concrete, material ways of knowing. In this way, we are thinking about the term’s performative potential as itself an act of bricolage through its double evocation of the intellectual and the manual/material. We highlight the ways in which bricolage in all its forms involves both conceptual knowing and creative making, and how it can help to understand the relationship between the two as one that is symbiotic. It demonstrates how conceptual knowing can follow on from creative making as well as the reverse, and establishes the idea that they are co-constitutive in both ways. It also emphasises a useful relationship between the practical and the aspirational, which is particularly useful at a time when disciplines in the arts and humanities navigate a scarcity of resources and draw on solutions that are practical to enable survival on the one hand, but that can also be creative, innovative and exciting on the other, leading, for example, to new and multidisciplinary networks that reinvigorate both teaching and research. This creative survivalism is an act of resistance in an economic climate that undermines the value of the arts and humanities and is enabled by the discontinuous, diverse, and restorative (in the sense of joining things across fracture) cognitive approach inspired by bricolage. Moreover, it is both an undertaking of focused endeavour, informed by the desire for an approach or solution to a particular problem, but also a form of generative diversion. Claude Lévi-Strauss argued that the verb ‘bricoler’ is comprised of diversion, both in the sense of play, where thinking is reactive and improvisational using the finite potential of the instruments available, and in the sense of a detour, where intellectual obstacles are tackled in ad hoc ways through experience and handiwork (1962: 30). Building on this argument, we ask how crafting and making, thinking and writing, can inform and enrich each other and challenge hierarchized epistemic divisions between intellect and hands alongside the relationships with the world that they engender.
The etymology of the term ‘bri-colage’ implies a process of repair, its fractal geometry often forged from the generative process of destruction and recombination. As a critical apparatus, bricolage can generate the reparative reading that Sedgwick sought when attempting to nurture creative work, conferring plenitude, multiplicity, and value onto objects that help sustain culture in invisible ways (2002: 150). Bricolage is attuned to artisanal practices of weaving, textiles, quilting, patchworking often overlooked by academic enquiry. Yet creative practices that value the hand and its intergenerational transmission are critical to the future of the humanities, as they confront the disembodied sovereignty of AI. As a poetic technique, the eclectic reading and writing practices at the heart of narrative bricolage resist the concept of mastery central to the epistemic authority of canonisation. As a decolonial method, bricolage valorizes the syncretism of local and global knowledges in ways that recompose and transform ‘grand narratives’ or History with a capital ‘H’.
A form of intellectual bricolage itself, this Special Issue draws on a wide range of non-Western, postcolonial contexts as well as the intersections between text-image, thought, literature, and translation, to ask a crucial question for the survival of Global French Studies and the importance of interdisciplinary kinships to that survival: how can art and writing hold it together in a world connected by fracture?
We open the question of bricolage to French-speaking, Arabic-speaking and multilingual spaces that awaken the legacy of creolization as a postcolonial bricolage, where forced transculturation (Hall: 2008 ) and the matrix of domination, violence, and conflict also produced an ethics of being affected by the other, or what Françoise Vergès deemed ‘an ongoing ethics of sharing the world’ (2003: 181). Postcolonial writing from former colonies is by its very nature bricolé (made up of indigenous cultures, colonial legacies, intertextual/multilingual references, religious affiliations, etc.). We also propose that a postcolonial reality rooted in the idea of being affected by the other plays itself out in European metropolises formerly at the heart of empire, albeit differently. Postcolonial patterns of migration (Habermas: 2008) transform European metropolises into culturally and religiously composite spaces that challenge notions of homogeneous social identity in ways that are creatively explored in art and literature particularly as a means of resisting its lack of reflection in policy (Gefen: 2024).
The articles featured in this special issue will seek to reflect this eclectic understanding of bricolage and its value in a range of disciplinary, discursive and artisanal contexts. We welcome proposals that address the following topics:
- Créolité and bricolage
- Gendered and/or multilingual conceptions of bricolage
- Textile theory, patchwork, quilting and compositionism
- The materiality of cultural memory: tissage, métissage, heritage, and cultural transfer
- Reparative reading as bricolage
- Narrative studies: genealogies of filiation and affiliation
- Cultural translation: the translator as a bricoleur; translation as praxis of bricolage
- The urban commons: local solidarities, minor resourcefulness, materialities of resistance
- Bricolage as disciplinary survival
Please submit a 250-word abstract and a short 100-word biography to Joanne Brueton (joanne.brueton@ulip.lon.ac.uk), Sura Qadiri (sq206@cam.ac.uk), Rebekah Vince (r.vince@qmul.ac.uk) and Khalid Lyamlahy (klyamlahy@uchicago.edu) by Monday 12 October 2027. Submissions are welcome in French or English.
Decisions will be communicated to applicants by Monday 19 October 2026.
Articles of 6000 words (including footnotes), written in French or English, to conform with the Chicago Manual of Style, should be sent to the Guest Editors by Monday March 1 2027.
Selected Bibliography
Derrida, Jacques (1967), ‘La Structure, le signe et le jeu dans le discours des sciences humaines’ in L’Écriture et la différence (Paris: Éditions du Seuil), pp. 409–428.
Gefen, Alexandre, Repair the World: French Literature in the Twenty-first Century, translated by Tegan Raleigh (Boston, Berlin: De Gruyter, 2024)
Genette, Gérard (1966) ‘Structuralisme et critique littéraire’ in Figures I (Paris: Éditions du Seuil), pp. 145–170.
Habermas, Jürgen, ‘Notes on a Post-secular Society’ in New Perspectives Quarterly, 25:4, 2008, pp.17-29
Hall, Stuart, ‘Creolité and the Process of Creolization’, in Encarnación Gutiérrez Rodríguez, and Shirley Anne Tate (eds), Creolizing Europe: Legacies and Transformations (Liverpool, 2015; online edn, Liverpool Scholarship Online, 19 May 2016), https://doi.org/10.5949/liverpool/9781781381717.003.0002
Johnson, Christopher (2012) ‘Bricoleur and Bricolage: From Metaphor to Universal Concept’, Paragraph, 35.3: 355-372.
Knepper, Wendy, ‘Colonization, Creolization and Globalization: The Art and Ruses of Bricolage’, Small Axe (2006), 10.3, 70–86.
Latour, Bruno (2010) ‘An Attempt at Writing a Compositionist Manifesto’, New Literary History, vol. 41, no. 3 (2010), pp. 471–490.
Lévi-Strauss, Claude (1962), La Pensée sauvage (Paris: Plon)
Lévi-Strauss, Monique (2025) Sheila Hicks (Paris: Musée du Quai Branly-Jacques Chirac)
Roberts, Les, ed. (2018) ‘Spatial Bricolage: The Art of Poetically Making Do’, Special issue, Humanities, 7.2, https://doi.org/10.3390/h7020043
Sedgwick, Eve Kosofsky (2003), ‘Paranoid Reading and Reparative Reading, or, You’re So Paranoid, You Probably Think This Essay Is about You’ in Touching Feeling: Affect, Pedagogy, Performativity (Durham, NC: Duke University Press), pp. 123–152.
Twitchin, Mischa (2021) ‘On Repair: Between cosmopolitics and decoloniality’, Performance Research, 26.6, 54–61.
Vergès, Françoise (2003) ‘Kiltir Kreol: Processes and Practices of Créolité and Creolization’, in Créolité and Creolization: Documenta 11_Platform 3, ed. Okwui Enwezor, Carlos Basualdo, Ute Meta Bauer, Susanne Ghez, Sarat Maharaj, Mark Nash, and Octavio Zaya (Kassel: Fridericanum-Veranstaltungs GmbH), pp. 179–184.
Yardley, Ainslie (2008) ‘Piecing Together—A Methodological Bricolage’, Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 9.2, https://doi.org/10.17169/fqs-9.2.416
[1] ‘Le fil voyageur: Raconté par Sheila Hicks et Monique Lévi-Strauss’, Musée du Quai Branly (30 September 2024 to 6 March 2025.
1.2 French Colonial Historical Society 2027 Annual Meeting (University of Louisiana at Lafayette)
Call for Papers
French Colonial Historical Society 2027 Annual Meeting
University of Louisiana at Lafayette
Lafayette, Louisiana, USA
May 20-22, 2027
[la version française suit]
The 51st annual meeting of the French Colonial Historical Society (FCHS) will take place on the campus of the University of Louisiana at Lafayette in Lafayette, Louisiana (USA), on May 20-22, 2027. Proposals on any topic related to French colonial history are welcome. We especially welcome paper and panel proposals related to this year’s theme:
Contact, Créolité, and Commerce along the Waterways of French Empire
Contact among different peoples and cultures was fundamental to French colonialism during both the first and second French overseas empires. Much of this contact took place in the context of commerce made possible by waterways such as the Great Lakes and the Mekong, Mississippi, and Niger rivers, among others. By what processes did creolization emerge at the point of contact among differing cultures and societies? How did ongoing imperial dynamics and networks shape different Créolités as they developed over time, and how did Creole cultures and colonial commercial networks shape the end of empire and decolonization across the francophone world? How did commercial networks and relations within the French empire affect cultural developments, as well as the other way around? By what specific mechanisms did waterways such as the Mississippi and Mekong act as conduits of commerce and culture, including foodstuffs and cuisine, music and folklore, art and architecture? In what ways did waterways act as impediments to contacts, commerce, and creolization? And how did the contact, creolization, and commerce associated with the French Empire alter the waterways themselves?
Possible topics for papers and/or panels include:
Trade and Trading zones
Waterways and resistance to colonialism
Cultural contact zones
Créolité and creolization
Hybridity
Water, the environment, and conservation
Palavers, language, and translation
The host institution
Founded in 1898, the University of Louisiana at Lafayette is a Carnegie Research 1 institution and Louisiana’s second-largest university. UL Lafayette combines academic excellence, groundbreaking research, a vibrant campus life, and a deep commitment to serving the state and its communities. It is internationally recognized for preserving and advancing Louisiana’s rich cultural heritage through the Center for Louisiana Studies and programs in Francophone studies and traditional music, among others, that celebrate Louisiana’s unique history and culture. UL Lafayette is home to one of the nation’s most recognizable athletic identities, the Louisiana Ragin’ Cajuns, who compete in the Sun Belt Conference and sponsor 16 NCAA Division I programs.
Lafayette lies at the heart of Acadiana, the Cajun homeland and heart of the historically francophone region of Louisiana. As a vibrant and welcoming center for Cajun and French Creole food, music, and culture, Lafayette celebrates its diverse French, African, and world history and heritage.
The meeting will be co-sponsored by UL Lafayette’s History, Geography, and Philosophy Department and the Jaimie and Thelma Guilbeau Charitable Trust, CODOFIL (Council on the Development of French in Louisiana), and the University’s Center for Louisiana Studies. The closing reception will take place at the historic Roy House where the Center for Louisiana Studies and UL Lafayette Press are housed, and will feature an address by Mr. Rodolphe Sambou, the Consul General of France in New Orleans, which is the oldest French consulate in the United States.
Instructions for proposing a paper or panel
FCHS encourages educators, researchers, early career scholars, and graduate students from all disciplines to submit individual papers or panel proposals. The FCHS is a bilingual organization, and participants may present papers in either French or English.
Individual paper proposals should include a 100-200 word summary with the title of the paper, name, institutional affiliation (if applicable), e-mail address, phone number, and a brief curriculum vitae (2 pages maximum), all integrated into a single file, preferably in MS-Word or PDF. All rooms will be equipped for audio-visual presentation.
Proposals for complete panels or roundtables must contain the above information for each participant, as well as contact information and a short (maximum two-page) C.V. for the moderator if one is suggested. If necessary, the program committee can aid in locating moderators.
Individuals interested in moderating a session should send a statement of interest, contact information, and a brief CV.
The deadline for all proposals is October 14, 2026. Please submit proposals by following the link to the appropriate Google Form:
FCHS annual meetings are held in person, and most papers and sessions are expected to be held in person. We may be able to accommodate a very limited number of remote presentations at this conference if special circumstances necessitate them. The option to request and justify remote presentation is included in the submission process.
FCHS depends on membership dues. All conference participants must be or become members at the time of acceptance (January 2027). All conference participants must also purchase registration for the conference. The rates for membership and conference registration, as well as the payment system, will be available on the society’s website.
You can reach the conference organizers by email at frenchcolonialconference2027@gmail.com. Please note that acceptance letters and other correspondence will come from this email address, so it is a good idea to add it to your safe senders.
Shorrock Travel Award
Graduate students (PhD awarded after October 2026) may apply for the Shorrock Travel Award. This award honors the memory of Bill Shorrock, who was an enthusiastic supporter of graduate students’ work. This award is presented annually to defray the travel costs for graduate students presenting papers at the society’s annual meeting. Those who wish to be considered for this award should fill out the google form application available on the FCHS website before October 14, 2026. The application consists of a brief statement of application (fewer than 200 words) and an estimated budget of travel expenses (including other anticipated sources of funding).
Sue Peabody Prize
Colleagues who hold a full-time position at an academic institution outside of the United States or Europe may apply for the Sue Peabody Prize. This award defrays the cost of traveling to and attending the annual meeting. The Peabody Prize honors the contributions of Sue Peabody, former President of the FCHS, for her outstanding commitment to inclusiveness and diversity in the field of French colonial history, and for her ongoing contributions to the Society and to the field. Please see the FCHS website for more details and application procedures. Applications for the Sue Peabody Prize will be open until October 14, 2026.
W.J. Eccles Prize
Each year, the W. J. Eccles Prize is awarded to a doctoral student who presented the best paper at the annual FCHS meeting. This prize honors the memory of William John Eccles (1917-1998), an eminent historian of French Canada and an enthusiastic supporter of doctoral students’ work. Graduate students must submit an electronic copy of their presentation and any accompanying visual material to the vice-president of the FCHS at vice-president@frenchcolonial.org before May 31, 2027.
Additional information about the Society’s scholarly activities, fellowships, and past conferences is available at www.frenchcolonial.org.
Version Française:
Appel à Communications
Le 51ième congrès annuel de la Société d’histoire coloniale française (SHCF) se tiendra sur le campus de l’Université de la Louisiane à Lafayette (Louisiane-ÉU) du jeudi 20 mai au samedi 22 mai 2027. Les communications portant sur tout sujet lié à l’histoire coloniale française et ses héritages sont les bienvenues. Nous invitons particulièrement des interventions liées au thème de cette année “Contacts, créolité et commerce le long des voies navigables de l’empire français”
Les contacts entre peuples et cultures différents ont joué un rôle fondamental dans le colonialisme français, tant sous le premier que sous le second empire colonial. Une grande partie de ces échanges s’est opérée dans le cadre d’activités commerciales rendues possibles par des voies navigables telles que les Grands Lacs ainsi que les fleuves Mékong, Mississippi et Niger, entre autres. Par quels processus la créolisation a-t-elle émergé aux points de rencontre de cultures et de sociétés distinctes ? De quelle manière les dynamiques et réseaux impériaux ont-ils façonné les différentes formes de créolité au fil du temps, et comment les cultures créoles ainsi que les réseaux commerciaux coloniaux ont-ils influencé la fin de l’empire et la décolonisation dans l’espace francophone ? Quelle a été l’incidence des relations et des réseaux commerciaux de l’empire français sur les évolutions culturelles, et inversement ? Par quels mécanismes spécifiques des voies navigables comme le Mississippi et le Mékong ont-elles servi de vecteurs au commerce et à la culture (alimentation et gastronomie, musique et folklore, art et architecture) ? Dans quelle mesure ces voies navigables ont-elles pu faire obstacle aux contacts, au commerce et à la créolisation ? Enfin, comment les contacts, la créolisation et le commerce liés à l’empire français ont-ils transformé ces voies navigables elles-mêmes ?
Parmi les sujets possibles pour les communications et/ou les tables rondes, citons :
Commerce et zones d’échanges
Voies navigables et résistance au colonialisme
Zones de contact culturel
Créolité et créolisation
Hybridité
Eau, environnement et conservation
Palabres, langue et traduction
L’établissement d’accueil
Fondée en 1898, l’Université de Louisiane à Lafayette (UL Lafayette) est classée « Research 1 » par la Fondation Carnegie et constitue la deuxième plus grande université de Louisiane. UL Lafayette allie excellence académique, recherche de pointe, vie de campus dynamique et un engagement profond au service de l’État et de ses communautés. Elle jouit d’une reconnaissance internationale pour la préservation et la promotion du riche patrimoine culturel, francophone et autre, de la Louisiane, notamment grâce au Centre d’études louisianaises ainsi qu’à ses programmes d’études francophones et de musique traditionnelle, qui célèbrent l’histoire et la culture singulières de la région. UL Lafayette abrite également l’une des équipes sportives les plus emblématiques du pays, les *Louisiana Ragin’ Cajuns*, qui évoluent au sein de la *Sun Belt Conference* et comptent 16 programmes sportifs en division I de la NCAA.
Lafayette se situe au cœur de l’Acadiana, terre natale des Cadiens (Cajuns) et centre névralgique de la région historiquement francophone de Louisiane. Ville dynamique et accueillante, haut lieu de la gastronomie, de la musique et de la culture cadiennes et créoles françaises, Lafayette célèbre la diversité de son histoire et de son patrimoine, marqués par des influences françaises, africaines et internationales.
La rencontre sera co-organisée par le département d’histoire, de géographie et de philosophie de l’Université de Louisiane à Lafayette, le Jaimie and Thelma Guilbeau Charitable Trust, le CODOFIL (Conseil pour le développement du français en Louisiane) et le Centre d’Etudes Louisianaises de l’université. La réception de clôture se tiendra à la Maison Roy, bâtiment historique abritant le Centre d’Etudes Louisianaises et les éditions de l’université. Elle sera marquée par une allocution de M. Rodolphe Sambou, consul général de France à La Nouvelle-Orléans — le plus ancien consulat de France aux États-Unis.
Instructions pour proposer une communication ou un panel
La SHCF encourage les doctorant.e.s, les universitaires et les chercheurs/euses dans toutes les disciplines universitaires à soumettre une proposition de communication.
La SHCF est une organisation bilingue et les participants sont invités à présenter des communications en français ou en anglais.
Les communications individuelles pour le congrès doivent comprendre un résumé de 100 à 200 mots indiquant le titre de la communication, votre nom, votre affiliation institutionnelle, votre adresse courriel et un bref curriculum vitae (2 pages maximum) intégrés dans un seul fichier, de préférence en format MS Word ou PDF.
Les propositions de panels complets ou de tables rondes doivent comprendre les informations ci-dessus pour chaque participant, ainsi que leurs coordonnées et un court C.V. pour le/la modérateur/trice, le cas échéant. Le comité scientifique vous aidera à trouver un modérateur, au besoin.
Les personnes souhaitant présider un panel doivent fournir leurs coordonnées et un bref CV.
La date limite de soumission est le 14 octobre 2026. Les interventions peuvent se dérouler en anglais ou en français.
Veuillez soumettre des propositions de communication individuelles ici: formulaire pour une communication individuelle.
Veuillez soumettre des propositions de panels complets ou de tables rondes ici: formulaire panel complet – table ronde.
Si vous souhaitez intervenir en tant que modérateur, veuillez remplir ce formulaire – modérateur.
La SHCF dépend des cotisations des membres.Tou(te)s les participant.e.s au congrès doivent être ou devenir membres de la SHCF en janvier 2027. Tou(te)s les participant.e.s au congrès doivent également payer les frais d’inscription au congrès. Les tarifs d’adhésion et d’inscription au congrès, ainsi que le système de paiement, seront disponibles sur le site de la Société.
Toutes les salles du congrès disposent de l’équipement nécessaire pour présenter des diaporamas, par exemple une présentation PowerPoint.
Les congrès de la SHCF se tiennent en présentiel, et la plupart des interventions et des sessions devraient se dérouler en personne. Nous pourrons peut-être accepter un nombre très limité de présentations à distance lors de cette conférence si des circonstances particulières le justifient. L’option permettant de demander et de justifier une présentation à distance est incluse dans le processus de soumission.
Vous pouvez contacter les organisateurs de la conférence par e-mail à l’adresse frenchcolonialconference2027@gmail.com ; veuillez noter que les lettres d’acceptation ainsi que toute autre correspondance proviendront de cette adresse, il est donc recommandé de l’ajouter à votre liste d’expéditeurs approuvés.
Bourse de voyage Shorrock
Les doctorant.e.s (dont l’obtention du diplôme est prévue après novembre 2025) peuvent poser leur candidature pour le Shorrock Travel Award (bourse de voyage Shorrock). Ce prix honore la mémoire de Bill Shorrock, un membre de longue date et ancien président de la Société qui soutenait avec dévouement les doctorant.e.s et leurs recherches. Ce prix est décerné chaque année pour contribuer aux frais de voyage des doctorant.e.s qui présentent des interventions au congrès annuel de la Société d’Histoire Coloniale Française. Ceux/celles qui souhaitent être considérés pour ce prix doivent remplir le formulaire de candidature pour la bourse Shorrock avant le 14 octobre 2026. L’application se compose d’un paragraphe (moins de 200 mots) décrivant votre thèse, formulant le résumé de votre communication et présentant un budget estimatif des frais de voyage (y compris des autres sources de financement prévues).
Le prix Sue Peabody
Cette bourse est décernée pour aider à financer le voyage et la participation à la réunion annuelle d’un collègue d’une institution universitaire à l’extérieur de l’Amérique du Nord ou de l’Europe. Le prix Peabody honore les contributions de Sue Peabody, ancienne présidente de la SHCF, pour son engagement exceptionnel en faveur de l’inclusivité et de la diversité dans le domaine de l’histoire coloniale française, et pour ses contributions continues à la Société et au domaine d’études.
Les récipiendaires du prix doivent présenter une communication au congrès annuel de la FCHS / SHCF. Les bénéficiaires doivent occuper un poste à temps plein dans une institution universitaire en dehors du Canada, des États-Unis ou de l’Europe.
Procédures d’application: Veuillez remplir le formulaire de candidature pour la bourse Sue Peabody avant le 14 octobre 2026. Pour plus de détails, voir le site de la SHCF.
Prix W.J. Eccles
Chaque année, le prix W. J. Eccles est décerné à un doctorant ou une doctorante ayant présenté la meilleure communication lors du congrès annuel de la FCHS. Ce prix honore la mémoire de William John Eccles (1917-1998), éminent historien du Canada français et fervent soutien des travaux des doctorants. Les étudiants de cycles supérieurs doivent soumettre une copie électronique de leur présentation ainsi que tout support visuel associé au vice-président de la FCHS, à l’adresse vice-president@frenchcolonial.org, avant le 31 mai 2027.
Des informations complémentaires sur les activités scientifiques, les bourses et les conférences passées de la Société sont disponibles sur le site www.frenchcolonial.org.
1.3 Dé/cloisonnement des frontières dans le monde francophone (Athènes, Grèce)
41e Congrès international du CIÉF
Athènes, Grèce
14 au 20 juin 2027
Dé/cloisonnement des frontières dans le monde francophone
Le Conseil International d’Études Francophones lance son appel à communications pour le congrès annuel qui se tiendra du 14 au 20 juin 2027 à Athènes, l’une des villes les plus riches au monde sur les plans historique et littéraire, véritable berceau de la culture occidentale. Marquées par ses ruines antiques, Athènes reste un lieu symbolique à l’origine de la démocratie, de la philosophie et du théâtre.
Le thème de cette 41e édition portera sur les questions de frontière dans un sens large. Les frontières — géographiques, linguistiques, culturelles, politiques ou symboliques — constituent depuis longtemps un objet central de réflexion dans le champ des études littéraires et culturelles. Dans le monde francophone, ces frontières sont à la fois héritées d’histoires complexes (colonisation, migrations, diasporas) et sans cesse redéfinies par des dynamiques contemporaines de circulation, d’hybridation et de résistance. En fait, les frontières ne constituent pas uniquement des lignes de séparation, mais aussi des dispositifs de pouvoir, de circulation et de hiérarchisation des savoirs, des langues et des corps. À l’instar des textes réunis dans l’ouvrage collectif Traversées et franchissements des frontières. Hommage à Janet M. Paterson (Éditions David, 2025), il faut plus que jamais penser à la porosité du concept de frontière et à l’hétérogénéité de ses représentations littéraires et culturelles. D’ailleurs, le numéro récent de la revue ELFe XX-XXI avait pour thème « Ouvrir les frontières de la littérature française[1] ».
Cet appel à communications propose d’explorer les processus de cloisonnement et de décloisonnement qui traversent les littératures francophones, envisagées dans leur pluralité. Comment les œuvres francophones interrogent-elles les limites — entre langues, territoires, identités ou genres littéraires ? De quelles manières participent-elles à la construction, à la contestation ou à la dissolution des frontières ?
Le CIÉF accueille des propositions individuelles (17 minutes) et des sessions complètes (3 à 4 participant.e.s) touchant, entre autres, aux axes suivants :
Frontières et porosité des genres
La transfictionnalité
Frontières institutionnelles et des champs littéraires
Frontières linguistiques
Frontières numériques
Littératures francophones et littérature-monde
Brouillage des frontières
La frontière et les migrations
La traduction pour décloisonner les frontières
Frontière des marges : centres/périphéries et seuils
Circulation des œuvres et des auteurs
La littérature de voyage pour franchir les frontières
La littérature et le politique
Soumissions:
Les appels pour les sessions complètes doivent être soumis avant le 18 septembre 2026.
Les sessions complètes et les propositions de communications individuelles doivent être soumises avant le 13 novembre 2026.
Veuillez inclure un titre (15 mots), un résumé (250 mots). Les soumissions et les demandes de renseignements peuvent être soumises sur le site du CIÉF
(https://secure.cief.org/wp/formcommunication/ ).
Le CIÉF encourage la participation de chercheur·e·s, artistes, étudiant·e·s, écrivain·e·s et intellectuel·le·s du monde entier, et valorise les perspectives interdisciplinaires et les approches plurilingues.
Pour toute question ou précision, n’hésitez pas à contacter Benoit Doyon-Gosselin à presidence@cief.org
[1] https://journals.openedition.org/elfe/9173
1.4 Margin Gatekeepers: Asian Francophone Literature and New Epistemologies Beyond World Literature (Catholic University of Eichstätt-Ingolstadt)
MARGIN GATEKEEPERS: ASIAN FRANCOPHONE LITERATURE AND NEW EPISTEMOLOGIES BEYOND WORLD LITERATURE International Conference | June 9–11, 2027 | Catholic University of Eichstätt-Ingolstadt Organisers: Dr. Khadija Benthami & Prof. Dr. Miriam Lay Brander
CfP While academic works on Asian Francophone writing have expanded considerably, their focus has largely remained on the colonial memory of Indochina or the dynamics of exile and multi/translingualism. Currently, Asian Francophone production is evolving beyond these confines. Building upon these historiographical and biographical perspectives, our endeavour shifts the lens toward a systematic critique of World Literature. Rather than analysing how Asian authors integrate into or adapt to existing structures, we propose to reverse the perspective: this conference explores the Asian Margin not as a peripheral object of inquiry, but as an active site of resistance and a producer of new epistemologies capable of reshaping the global literary marketplace.
While Francophone Studies have primarily focused on Africa, the Indian Ocean, or the Caribbean, FrancoAsian production remains unevenly integrated into global theoretical debates. Through their choice of French as a literary medium, Asian authors establish a foundational tension where poetics emerge to reappropriate language and global narrative structures. This dynamic aligns with Markus Messling’s framework of Universality after Universalism (2023), which conceptualises Francophone literature as the locus of “Minor Universality”: a narrative production of a World articulated from its own trajectories to reconstruct a shared human horizon.
To comprehend this “Minor universality”, it must be situated within World Literature. While Asian Anglophone literature occupies a central position with strong institutional legitimacy (Brouillette 2007), its Francophone counterparts remain little translated and scarcely integrated. As David Damrosch defines it, World Literature refers to “works that circulate beyond their culture of origin” (2003:4)—a process that grants hyper-centrality to specific spaces while relegating others, reinforcing Pascale Casanova’s (1999) analysis of structural power imbalances in the global literary space.
However, circulation cannot be reduced to fluid diffusion; we retain Emily Apter’s caveat regarding textual resistance and “untranslatability” (2013). This dialectic is evident in Asian exophonic choices and “Worlding” (Moraru et al. 2020), which wrests literatures from metropolitan centres. Drawing on Anne Castaing, Lise Guilhamon, and Lætitia Zecchini (2009), we refuse to consider local modernity as a mere copy of Western paradigms, highlighting a sustained negotiation with colonial rupture alongside the reinvention of local traditions.
Moving beyond market-oriented visions, Franco-Asian dynamics engage deeply with Pheng Cheah’s What Is a World? (2016) and Gayatri Spivak’s concept of “Planetarity” (2003), generating alternative temporalities and a “differentiated political space”. This reconfiguration is visible in Ari Gautier and Ananya Jahanara Kabir’s (2022) exploration of “Creole India”, as well as Sheela Mahadevan’s (2025, 2026) conceptualisation of multilingualism as writing in interstitial spaces where French becomes a “resistance laboratory”.
Within this context, translation and editorial gatekeeping play an ambivalent role between market entry and cultural domestication (Venuti 2018), where paratextual “packaging” manufactures exoticised identities for Western consumption (Watts 2005). Furthermore, while Franco Moretti’s “distant reading” (2013) analyzes global literary systems, systemic comparison reveals profound asymmetries between global English and marginal French in Asia. Yet, as Jean-Marc Moura (2013) illustrates, French writing outside France produces a distinct aesthetic. Shuangyi Li (2021) demonstrates how Franco-Chinese literature constructs transnational, transmedia forms, while Xiaofan Amy Li (2026) highlights an “Aesthetics of Risk” deployed through formal subversion. Additionally, Cécile Sakai and Nao Sawada (2021) confirm that reciprocal translation flows challenge Anglo-American dominance. Grounded in these converging dynamics, this conference explores Asian Francophone texts as generative spaces capable of transforming theories of World Literature. Catholic University of Eichstätt-Ingolstadt
Keynote Speaker We are pleased to announce that Dr. Sheela Mahadevan (University of Liverpool, UK) will open the conference as our keynote speaker.
THEMATIC AXES Proposals may relate to the following themes, but are not limited to them:
- Axis 1: Postcolonial materiality and packaging — Analyzes how editorial packaging, prefaces, and cover designs essentialise exotic identities to negotiate entry into global markets.
- Axis 2: Translation politics and exophony — Explores writing in French as a site of political tension, “untranslatability”, and formal experimentations deploying the “Aesthetics of Risk”
- Axis 3: Alternative Mapping and Decentralised Networks — Investigates horizontal, polycentric circuits across postcolonial Indian, post-Indochinese, and East Asian spaces beyond Anglo-American axes.
- Axis 4: Translingualism, Transmediality, and Transnational circulations — Examines contemporary hybridisations, migration writing, and visual arts intersecting beyond purely colonial memory.
- Axis 5: Comparative perspectives: Linguistic and Literary Hegemonies — Compares Asian Francophone corpora with Anglophone, vernacular (Hindi, Tamil, Vietnamese, Chinese), and global Francophone peripheries.
Submission Guidelines & Conference Info Abstracts for presentations (max. 400 words) and a short biographical note (150 words) are requested by 15.11.2026 to Khadija.Benthami@ku.de Conference Languages: English and French. | Publication Note: The conference results will be published as a peer-reviewed edited volume.
REFERENCES Apter, Emily. Against World Literature: On the Politics of Untranslatability. Verso, 2013. Mahadevan, Sheela. Writing between Languages. Bloomsbury Academic, 2025. Brouillette, Sarah. Postcolonial Writers in the Global Literary Marketplace. Palgrave, 2007. Messling, Markus. Universality after Universalism. De Gruyter, 2023. Casanova, Pascale. La République mondiale des Lettres. Seuil, 1999. Moraru, C., N. Simek, & B. Westphal, eds. Francophone Literature as World Literature. Bloomsbury, 2020. Castaing, A., L. Guilhamon, & L. Zecchini, eds. La modernité littéraire indienne. PUR, 2009. Moretti, Franco. Distant Reading. Verso, 2013. Cheah, Pheng. What Is a World? On Postcolonial Literature as World Literature. Duke UP, 2016. Moura, Jean-Marc. Littératures francophones et théorie postcoloniale. 3e éd. PUF, 2013. Damrosch, David. What is World Literature? Princeton UP, 2003. Sakai, Cécile, & Nao Sawada, eds. Pour une autre littérature mondiale. Picquier, 2021. Kabir, Ananya Jahanara. “Creole Indias…” Comparative Literature, vol. 74, no. 2, 2022. Spivak, Gayatri Chakravorty. Death of a Discipline. Columbia UP, 2003. Li, Shuangyi. Travel, Translation, and Transmedia Aesthetics. Palgrave Macmillan, 2021. Venuti, Lawrence. The Translator’s Invisibility. 3rd ed. Routledge, 2018. Li, Xiaofan Amy. The Aesthetics of Risk in Franco-East Asian Literatures. Cambridge UP, 2026. Watts, Richard. Packaging Post/Coloniality. Lexington Books, 2005. Mahadevan, Sheela. “An Alternative Vision of Multilingual India…” In Majeed & Marzagora, eds., 2026.
1.5 Writing Codes (Esprit créateur)
Call For Abstracts: Esprit créateur special edition, “Writing Codes” (fall 2027)
Contemporary French and Francophone literature has increasingly called forth the internet as a structuring environment that reshapes intimacy, subjectivity, and social relations both within texts, and as new types of texts themselves. In Delphine de Vigan’s Les Enfants sont rois, digital visibility and influencer culture transform childhood into spectacle, exposing the entanglement of surveillance, performance, and commodified selfhood within the logic of the “family vlog.” Emmelie Prophète’s Les villages de dieu foregrounds mediated self-construction and the negotiation of identity, sex work, and survival through digital gazes in a Haitian context, marked by capitalist extraction and racialized necropolitics. Antoine Bello’s Ada stages the emergence of an artificial intelligence trained on vast online textual corpora, able to generate literary forms through the recombination of linguistic patterns. And Mohammed Mbougar Sarr’s Goncourt-winning La plus secrète mémoire des hommes momentarily treats the circulation of literature – as well as its racial or national designations – in tandem with net fame, hashtags, publicity, and capacities for virality. Across these works, literature registers how digital environments reorganize representation, authorship, and the production of social legibility. At the same time, the internet has itself become a literary sphere, generating new objects of literary study and new forms of textual production, from blogs and online diaries to fanfiction, digital poetry, social-media writing, and other networked forms whose literary status and cultural significance have increasingly entered the purview of literary scholarship. The emergence of these forms expands what may count as a literary text, but it also unsettles established distinctions between author and reader, production and reception, literary work and social communication.
This special issue examines how contemporary French and Francophone literature is transformed by digital infrastructures and what we might call a “regime of code”: the convergence of linguistic, cultural, and computational systems that increasingly shapes writing, reading, and social life. How do platforms, algorithms, datafication, and artificial intelligence reshape authorship, subjectivity, narrative, and relations between the self and other? How might literature resist demands for computational legibility through ambiguity, materiality, or something akin to Édouard Glissant’s opacity? We invite contributions engaging literary works and digital practices (including networked writing, social media, electronic literature, generative texts, and AI) from literary, media-theoretical, and digital-humanities perspectives.
Abstracts of 250-300 words are due to the editor (asweat@amherst.edu) by November 1, 2026 with decisions communicated by November 15, 2026. Upon acceptance, completed essays (maximum 6000 words, including notes) will be due on March 1, 2027. The edition is seeking a publication date in late fall/early winter 2027.
1.6 Seismic Politics: impacts and responses from the global to the local (University of Hull)
The Political Studies Association is inviting abstract submissions for the PSA27 Annual Conference, taking place at the University of Hull from 22 – 24 March 2027. This year’s conference theme is ‘Seismic Politics: impacts and responses from the global to the local’.
The French Politics Specialist Group, co-convened by Salomé Ietter and Fraser McQueen, will be convening panels, and we encourage submissions.
Colleagues who submit a paper or panel can ask on the system that it be forwarded to our specialist group for consideration. The call remains open until 12th October for paper proposals or 5th October for panel proposals.
As a specialist group we are currently particularly interested in critical research around the below topics:
- The role of racism and islamophobia in contemporary French politics
- Gender politics and violence
- The debates and discourses around France’s national identity, history and values – notably around Republicanism, and the place of colonialism, postcolonialism and neo-colonialism
- The changing political spectrum and the rise and mainstreaming of the far right
- Recent protests and social movements and their relation with established and new Left parties and movements and with anti-capitalism more broadly
- The state of democracy, political and civil rights in France
Given the timing of the conference, anything relating to next year’s presidential election will also be of interest.
How to submit
Link: https://www.psa.ac.uk/conference/psa27-annual-conference/
Paper proposals are made via Oxford Abstracts. Abstracts should be up to 300 words, with no required structure. If your paper is accepted, you’ll be asked to prepare a presentation for the conference. Full paper proposals are not required for submission, only paper abstracts are required at this stage.
Call for papers deadline is Monday 12 October 2026.
More information
Full conference details, including registration fees, travel, and accommodation, are available on the PSA27 conference page.
1.7 Approches écocritiques de l’écotrauma : formes narratives, esthétiques et hybrides dans les littératures et les arts arabes contemporains (Revue LiCArc-classée A)
Approches écocritiques de l’écotrauma : formes narratives, esthétiques et hybrides dans les littératures et les arts arabes contemporains (Revue LiCArc-classée A)
- Date de tombée (deadline) : 05 Janvier 2027
- À : Lorraine
Approches écocritiques de l’écotrauma :
formes narratives, esthétiques et hybrides dans les littératures et les arts arabes contemporains
Appel à contributions : 15e numéro de LiCArC
Les littératures, les arts et les formes hybrides arabes contemporains s’inscrivent dans un contexte marqué par des crises écologiques et sociales convergentes, où les destructions de l’environnement et les traumatismes humains, qu’ils soient collectifs ou individuels, s’entrelacent profondément. L’approche écocritique, définie par Cheryll Glotfelty comme l’étude de la relation entre la littérature et l’environnement physique (1996), et élargie depuis aux arts visuels et aux formes hybrides qui brouillent les frontières entre médiums (Demos, 2013), offre un cadre essentiel pour explorer les sensibilités, les imaginaires et les formes esthétiques à travers lesquelles écrivains, artistes et créateurs traduisent les bouleversements des relations entre l’humain et son milieu de vie.
La notion d’écotrauma, telle que formulée par Timothy Morton, s’ancre dans une perspective existentielle et psychanalytique : il s’agit de la douleur intime et partagée face à la dégradation de la planète (Morton, 2024). Ce numéro thématique propose d’élargir cette acception à la représentation des traumatismes infligés à l’environnement lui-même, en intégrant à la fois les atteintes portées aux humains et aux non-humains, perspective que défend le matérialisme écocritique d’Iovino et Oppermann (2014), attentif aux façons dont la matière vivante et non-vivante participe à la production du sens. L’écotrauma devient ainsi une catégorie critique permettant d’articuler blessures écologiques, pertes territoriales, violences mémorielles et désorientation symbolique dans les œuvres contemporaines, qu’elles relèvent du texte, de l’image, de la performance ou de formes hybrides croisant plusieurs médiums.
En nous inscrivant dans une dynamique interdisciplinaire, ce numéro accorde une attention particulière aux contextes arabes où s’entrelacent conflits armés, déplacements forcés et changements climatiques, autant de formes de violence diffuse et souvent invisible théorisées par Rob Nixon (2011). Ces productions y deviennent des espaces de mise en récit, de médiation, et parfois de catharsis du trauma écologique, ouvrant la voie à des formes de réparation symbolique et de reconnexion au vivant. Il s’inscrit également dans un effort de développement de l’écocritique dans les études arabes, domaine encore peu exploré, en proposant d’intégrer les voix et les corpus arabes dans les débats internationaux sur les humanités environnementales.
Axes thématiques
Axe 1 — Écrire et figurer la blessure écologique : esthétiques de l’écotrauma
Cet axe interroge les formes littéraires, artistiques et hybrides mobilisées pour exprimer l’écotrauma dans les productions arabes contemporaines. Comment le roman, la poésie, le théâtre, les arts visuels ou les formes qui articulent plusieurs médiums donnent-ils forme à des expériences de perte et d’effondrement écologique ? On s’intéressera aux procédés stylistiques, symboliques et narratifs, mais aussi plastiques et formels, qui traduisent la désorientation, le deuil écologique ou le sentiment d’impuissance face aux dégradations environnementales, en accordant une attention particulière à la façon dont les œuvres arabes contemporaines construisent des esthétiques de la blessure écologique qui leur sont propres.
Axe 2 — Rendre visible l’invisible : narration et dénonciation des violences lentes
Cet axe porte sur la capacité des littératures, des arts et des formes hybrides arabes contemporains à représenter des formes de violence environnementale souvent occultées: pollutions invisibles, extractivisme, déplacements forcés liés au climat, destruction lente des écosystèmes. Dans des contextes marqués par des conflits armés et des crises politiques prolongées, ces violences lentes au sens de Nixon (2011) sont doublement invisibilisées. Romans, films, installations, performances ou œuvres transmédia deviennent alors des outils de dévoilement et de résistance, mobilisant la fiction, l’image et le geste artistique comme espaces d’enquête, de mémoire et de dénonciation.
Axe 3 — Réparer par les littératures, les arts et les formes hybrides : imagination écologique et liens restaurés
Cet axe explore la fonction réparatrice, symbolique ou cathartique des littératures, des arts et des formes hybrides arabes contemporains face aux traumas écologiques. En s’appuyant sur la notion d’imagination écologique telle que développée par Lawrence Buell (1995), il s’agit d’interroger la capacité des œuvres à projeter des formes de reconnexion au vivant et de reconfiguration des liens entre humains et non-humains. Comment les textes, les images et les formes hybrides imaginent-ils une sortie du trauma ? Quels types de récits, de représentations ou de gestes artistiques permettent de reconstruire un rapport habitable au monde ? Peut-on lire ou voir certaines œuvres arabes contemporaines comme des utopies écologiques, des espaces de résilience ou des tentatives de réconciliation symbolique avec un environnement durablement transformé ?
—
Modalités de soumission
Les propositions de contribution (résumé de 300 à 500 mots accompagné d’une brève notice biobibliographique) sont à envoyer avant le 1er octobre 2026 à hilda.mokh@univ-lyon3, elisabeth.vauthier@univ-lorraine.fr et laurence.denooz@univ-lorraine.fr.
Les auteur·es dont la proposition sera retenue après et évaluation en double aveugle (https://licarc.webnode.be/thematiques/) seront notifié·es d’ici le 15 octobre 2026 et devront soumettre leur article complet (40 000 à 50 000 signes espaces compris, notes et bibliographie incluses) avant le 5 janvier2027.
Les contributions peuvent être rédigées en français ou en anglais. Elles devront respecter le code éthique (https://licarc.webnode.be/code-ethique/) et les normes éditoriales de LiCArC (https://licarc.webnode.be/consignes-editoriales/).
—
Calendrier prévisionnel
- Envoi des propositions (résumé + notice) : 1er octobre 2026
- Notification aux auteur·es : 15 octobre 2026
- Remise des articles complets : 5 janvier 2027
- Retour des évaluations et demandes de révision : 1er février 2027
- Remise des versions finales : 15 février 2027
- Publication : août 2027
—
Bibliographie indicative
BELLUC, Sylvain, BRASME, Isabelle, et TANGUY, Guillaume (éd.). The Ecopoetics of War. Taylor & Francis, 2024.
BUELL, Lawrence. The Environmental Imagination. Harvard University Press, 1995.
CARUTH, Cathy. Unclaimed Experience: Trauma, Narrative, and History. Johns Hopkins University Press, 1996.
DEMOS, T. J. « Contemporary Art and the Politics of Ecology: An Introduction ». Third Text, vol. 27, n° 1, 2013, p. 1-9.
GLOTFELTY, Cheryll (éd.). The Ecocriticism Reader. University of Georgia Press, 1996.
IOVINO, Serenella et OPPERMANN, Serpil (dir.). Material Ecocriticism. Indiana University Press, 2014.
MORTON, Timothy. Hell: In Search of a Christian Ecology. Columbia University Press, 2024.
NIXON, Rob. Slow Violence and the Environmentalism of the Poor. Harvard University Press, 2011.
SCHOENTJES, Pierre. Ce qui a lieu. Essai d’écopoétique. Presses universitaires de Namur, 2019.
TSING, Anna Lowenhaupt. The Mushroom at the End of the World. Princeton University Press, 2015.
1.8 Du roman du terroir au roman écopoétique – du patriotisme à une québécité décolonisée ?! (Université Hradec Králové)
Du roman du terroir au roman écopoétique – du patriotisme à une québécité décolonisée ?!
- Date de tombée (deadline) : 01 Décembre 2026
- À : Université Hradec Králové, République tchèque
Colloque international
« Du roman du terroir au roman écopoétique – du patriotisme à une québécité décolonisée ?! »
Université Hradec Králové, République tchèque
Organisatrices : Dr. Květuše Kunešová et Prof. Dr. Marina Ortrud Hertrampf
27 et 28 mai 2027
Le passage du roman du terroir au roman écopoétique constitue l’un des mouvements majeurs de l’histoire littéraire québécoise. Il traduit une transformation profonde de la relation entre territoire, identité et mémoire collective. Alors que le roman du terroir des XIXe et début XXe siècles servait un projet nationaliste de survivance canadienne-française, la littérature contemporaine s’oriente vers une écopoétique attentive aux enjeux environnementaux, aux violences coloniales et à la pluralité des appartenances territoriales. Cette évolution témoigne d’un déplacement idéologique : la terre n’est plus le simple support d’une identité patriotique et catholique, mais un espace relationnel, conflictuel et décolonial.
Le roman du terroir apparaît dans un contexte de forte industrialisation et d’exode rural. Soutenu par le clergé et les élites nationalistes, il cherche à préserver la culture canadienne-française en exaltant les valeurs de la terre, de la famille, de la langue et de la religion. Des œuvres comme La Terre paternelle (1846) de Patrice Lacombe ou Maria Chapdelaine (1916) de Louis Hémon présentent la campagne québécoise comme un refuge moral face à la corruption urbaine. La terre y devient un symbole national et spirituel : elle garantit la continuité historique du peuple canadien-français.
Cette littérature participe cependant d’une logique coloniale interne. En idéalisant la colonisation agricole du territoire québécois, elle contribue à effacer la présence autochtone et à naturaliser l’appropriation des terres. Alvin Y. Chuan (2021) montre que le roman de la terre fonctionne comme un dispositif de construction territoriale canadienne-française fondé sur la mythification du sol. Le territoire y apparaît comme vacant, destiné à être défriché et sanctifié par le travail paysan. Cette représentation rejoint ce que plusieurs critiques décoloniaux nomment une logique de settler colonialism, où l’enracinement national passe par l’effacement des peuples premiers.
Le patriotisme du roman du terroir repose ainsi sur une conception homogène de l’identité québécoise. Le sujet collectif y est catholique, rural et francophone. La nature n’est pas envisagée comme un milieu autonome mais comme une ressource morale et économique. Les espaces forestiers, les rivières et les terres agricoles servent avant tout à consolider une idéologie de la survivance. Cette vision organiciste associe continuité familiale et permanence territoriale.
Dès les années 1930 et 1940, plusieurs écrivains remettent toutefois en cause cette idéalisation. Les romans dits « anti-terroir », comme La Scouine (1918) d’Albert Laberge ou Un homme et son péché (1933) de Claude-Henri Grignon, exposent la violence sociale, la misère et l’hypocrisie morale des campagnes québécoises. Ces œuvres défont le mythe d’une ruralité harmonieuse et révèlent les tensions économiques et psychologiques dissimulées par l’idéologie agriculturiste. La terre cesse progressivement d’être une valeur sacrée.
La Révolution tranquille accentue cette rupture. La littérature québécoise abandonne le paradigme de la survivance pour explorer l’urbanité, l’aliénation sociale et les transformations identitaires. Cependant, à partir des années 1980 et surtout depuis le tournant du XXIe siècle, un retour au territoire s’opère sous une forme nouvelle : l’écopoétique.
L’écopoétique québécoise contemporaine ne reprend pas le rapport essentialiste à la terre du roman du terroir. Elle propose plutôt une réflexion sur les interactions entre humains, milieux naturels et héritages coloniaux. Les écrivains contemporains interrogent les conséquences écologiques de l’exploitation du territoire, la destruction des écosystèmes nordiques et les violences historiques liées à l’occupation coloniale.
Chez des auteurs comme Pierre Yergeau, Monique Proulx, Andrée A. Michaud, Virginia Pésémapéo Bordeleau, Naomi Fontaine ou Michel Jean, le territoire devient un espace de fragilité écologique et de mémoire traumatique. La forêt, la rivière ou le Nord ne sont plus des emblèmes nationalistes : ils deviennent des lieux de relations complexes entre humains et non-humains. Cette transformation rejoint les travaux de l’écocritique francophone, notamment ceux de Pierre Schoentjes (2015 ; 2020), Serenella Iovino (2014) ou Timothy Morton (2007), qui insistent sur l’interdépendance des vivants et la critique de l’anthropocentrisme.
L’une des caractéristiques essentielles du roman écopoétique québécois réside dans sa dimension décoloniale. Contrairement au roman du terroir, qui effaçait largement les peuples autochtones, plusieurs œuvres contemporaines cherchent à restituer les mémoires innues, cries ou atikamekw et à reconnaître la violence coloniale inscrite dans l’espace. Des romans comme Kukum (2019) de Michel Jean ou Kuessipan (2011) de Naomi Fontaine mettent en scène une territorialité autochtone fondée non sur la propriété, mais sur la relation et la circulation. La terre n’y appartient pas aux humains : elle constitue un milieu vivant auquel les communautés participent.
Cette décolonisation de la québécité transforme également la notion d’identité nationale. Alors que le roman du terroir associait nation et homogénéité culturelle, l’écopoétique contemporaine envisage le Québec comme un espace pluriel, traversé par des mémoires migrantes, autochtones et écologiques. Le territoire cesse d’être le fondement exclusif d’un nationalisme ethnique pour devenir un lieu de cohabitation et de responsabilité partagée.
La notion même de « québécité » évolue alors profondément. Dans le paradigme du terroir, être Québécois signifiait appartenir à une lignée catholique enracinée dans la ruralité. Dans le paradigme écopoétique, la québécité devient une pratique relationnelle ouverte aux altérités humaines et environnementales. Cette mutation correspond à ce que plusieurs penseurs contemporains décrivent comme une sortie du nationalisme de survivance vers une conscience écologique et décoloniale.
L’évolution du traitement littéraire de la forêt par exemple illustre particulièrement cette transformation. Dans le roman du terroir, la forêt représente souvent un obstacle à défricher afin de permettre l’établissement agricole. Dans les romans contemporains, elle devient un acteur à part entière, parfois menaçant, parfois protecteur, mais toujours irréductible à une simple fonction économique. Les études récentes sur le « roman de la forêt » québécois montrent d’ailleurs comment cet espace marginalisé acquiert une autonomie symbolique nouvelle.
Le passage du patriotisme terroiriste à l’écopoétique décoloniale révèle ainsi une reconfiguration profonde de l’imaginaire québécois. Là où le roman du terroir cherchait à stabiliser une identité nationale par l’enracinement agricole et religieux, le roman écopoétique met en scène l’instabilité des milieux, les héritages coloniaux et la vulnérabilité écologique. Le territoire n’est plus une possession nationale, mais un espace de relations fragiles entre cultures, espèces et mémoires.
***
Le colloque part de l’hypothèse selon laquelle l’histoire littéraire québécoise témoigne d’un glissement de la terre en tant que mythe national vers la terre en tant qu’environnement partagé. Cette transition marque non seulement l’évolution des formes romanesques, mais aussi celle de la conscience collective québécoise. Le roman écopoétique ne remplace donc pas simplement le roman du terroir, il en déconstruit plutôt les présupposés idéologiques afin d’inventer une québécoisité plus inclusive, écologique et décolonisée.
L’objectif de ce colloque à dimension diachronique est, à partir de cette thèse, de mettre en évidence les continuités et les différences dans la description esthétique de la nature, du territoire et du paysage culturel, en les replaçant dans le contexte de leurs liens respectifs avec l’identité individuelle, collective et nationale d’une part, et le sentiment d’appartenance d’autre part, et de les contextualiser d’un point de vue historico-culturel.
***
Les propositions de 300 mots maximum devront être accompagnées d’une courte notice biobibliographique. Elles doivent être transmises par courriel avant le 1er décembre 2026 aux adresses suivantes : marina.hertrampf@uni-passau.de et kvetuse.kunesova@uhk.cz .
Comité d’organisation :
Kvetuse Kunesova (Université Hradec Kralove, République tchèque)
Marina Ortrud Hertrampf (Université de Passau, Allemagne)
Klara Lezatkova (Université Hradec Kralove, République tchèque)
Comité scientifique :
Eva Voldrichova Berankova (Université Charles, Prague, République tchèque)
Petr Kylousek (Université Masaryk, Brno, République tchèque)
Zuzana Malinovska (Université Comenius, Bratislava, Slovaquie)
Marina Ortrud Hertrampf (Université de Passau, Allemagne)
Diana Mistreanu (Université de Passau, Allemagne)
Kirsten von Hagen (Justus-Liebig-Universität Gießen, Allemagne)
Alex Demeulenaere (Université de Lorraine, Metz, France)
Paola Puccini (Université de Bologne, Italie)
Ileana Eiben (Université de l’Ouest de Timisoara, Roumanie)
Joanna Warmuzińska-Rogóż, Université de Katowice, Pologne
Marie Vozdova (Université Palacky, Olomouc, République tchèque)
Katerina Drskova (Université de Bohême du Sud, République tchèque)
Bibliographie sélective
Boivin, Aurélien. « Le roman du terroir ». Québec français, no 143, 2006.
Bouvet, Rachel et al. Le territoire imaginé : géopoétique des représentations culturelles. Montréal, Figura, 2008.
Bouvet, Rachel et Fabien Ronco (dir.). La forêt vibrante sous les mots, Cahiers ReMix, no 23, Observatoire de l’imaginaire contemporain, UQAM, 2024.
Chuan, Alvin Y. « The Returns of the Roman de la terre: Défricheurs and Other Migrants in the Canadien Colonial Imaginary. » Contemporary French and Francophone Studies, vol. 25, no 3, 2021.
Décarie, David et Julien Desrochers. « Le roman de la forêt au Québec (1934-1947) ou la légitimation d’un espace marginal », Études françaises, vol. 57, no 2, 2021, p. 155-174.
Desbiens, Caroline. Power from the North: Territory, Identity, and the Culture of Hydroelectricity in Quebec. Vancouver, UBC Press, 2013.
Iovino, Serenella, et Serpil Oppermann. Material Ecocriticism. Bloomington, Indiana University Press, 2014.
Lemire, Maurice. « De Maria Chapdelaine au Survenant : la littérature du terroir ». Cap-aux-Diamants, no 4, 2001.
Morisset, Jean. L’identité usurpée. Montréal, Nouvelle Optique, 1985.
Morton, Timothy. Ecology without Nature. Cambridge, Harvard University Press, 2007.
Nepveu, Pierre. L’écologie du réel : mort et naissance de la littérature québécoise contemporaine. Montréal, Boréal, 1988.
Posthumus, Stéphanie. French « Écocritique »: Reading Contemporary French Theory and Fiction Ecologically. Toronto, University of Toronto Press, 2017.
Schoentjes, Pierre. Ce qui a lieu : essai d’écopoétique. Marseille, Wildproject, 2015.
Schoentjes, Pierre. Littérature et écologie : le mur des abeilles. Paris, Corti, 2020.
Sioui Durand, Guy. L’art comme alternative : réseaux et pratiques d’art parallèle au Québec. Montréal, Intervention, 1997.
Vizenor, Gerald. Manifest Manners: Narratives on Postindian Survivance. Lincoln, University of Nebraska Press, 1999.
Warwick, Jack. « Un retour aux mythes de la terre ? ». Études françaises, vol. 9, no 4, 1973.
1.9 Journée d’étude : la recherche-création en bande dessinée (Univ. de Montpellier)
Journée d’étude : la recherche-création en bande dessinée (univ. de Montpellier)
- Date de tombée (deadline) : 04 Janvier 2027
- À : Site Saint-Charles (Université de Montpellier Paul-Valéry)
Appel à contributions
Journée d’étude : la recherche-création en bande dessinée
portée par le programme transversal « Recherche en Création » et le programme « Formes et Imaginaires des Œuvres Multimodales »
Vendredi 30 avril 2027
Site Saint-Charles (Université de Montpellier Paul-Valéry) – rue du Professeur Henri Serre, 34090 Montpellier
Organisation : Lambert Barthélémy, Clara Chotil, Myriam Ducoin et Eric Villagordo (RIRRA21)
La recherche-création désigne une démarche dans laquelle la pratique artistique participe directement à la recherche. La création n’est donc pas uniquement envisagée comme le résultat d’un travail théorique, elle devient également un moyen d’explorer une question, d’expérimenter et de produire des connaissances. La théorie peut orienter l’expérimentation, tandis que la pratique peut préciser, transformer ou remettre en question les concepts mobilisés. Henk Borgdorff (2012) souligne ainsi que certains savoirs peuvent émerger de la pratique artistique elle-même, à travers les gestes, les choix, les matériaux et les expériences qui accompagnent la création. Owen B. Chapman et Kim Sawchuk (2012) montrent que la recherche-création peut prendre différentes formes. La recherche peut, en effet, nourrir la création, porter sur son processus ou être directement menée à travers la pratique artistique. L’expérimentation, quant à elle, peut faire apparaître de nouvelles questions et transformer la recherche. Dans cette perspective, la pratique artistique ne sert pas simplement à illustrer une réflexion préexistante. Elle participe à sa construction.
Appliquée à la bande dessinée, la recherche-création permet d’étudier le médium depuis l’intérieur de son processus de fabrication. Il ne s’agit plus seulement d’analyser des œuvres déjà réalisées, mais aussi de comprendre ce qui se produit lorsque l’on écrit, dessine, découpe, compose et organise une bande dessinée. Cette approche peut concerner toutes les formes du médium. Elle n’est liée ni à un genre particulier ni à une esthétique précise.
La bande dessinée constitue un terrain particulièrement riche pour la recherche-création puisqu’elle associe différents modes d’expression. Elle met en relation le texte, l’image, le dessin, la couleur, la typographie, l’espace de la page et la succession des cases. Elle engage également différentes techniques et différents supports, de la planche dessinée traditionnellement aux formes numériques et interactives. Les travaux de Paul J. Kuttner, Marcus B. et Weaver-Hightower montrent que la bande dessinée peut elle-même devenir un moyen de recherche. Sa capacité à associer plusieurs formes de représentation permet d’organiser une pensée autrement que par le seul texte académique. Cette possibilité est illustrée de manière exemplaire par Le Déploiement de Nick Sousanis (2015), où le dessin, la mise en page et la séquence participent directement à l’élaboration d’un raisonnement universitaire. La bande dessinée peut ainsi être envisagée non seulement comme un objet d’étude ou un moyen de diffusion, mais aussi comme une forme de réflexion.
La recherche-création peut notamment permettre d’interroger les relations entre texte et image, le découpage et la mise en page, le rythme et les ellipses, le cadrage et le point de vue, la représentation du mouvement, du temps et de l’espace, le style graphique des personnages et des environnements, la couleur, le lettrage ou les effets sonores, les techniques, les formats et les supports de création, ainsi que les différentes modalités de lecture et de réception. Ces éléments peuvent être étudiés directement par la pratique. L’expérimentation devient ainsi un moyen d’observer les possibilités propres au médium.
De plus, la recherche-création permet également de confronter les concepts développés par la théorie de la bande dessinée à l’expérience concrète de la création. Thierry Groensteen (1999) a montré que le fonctionnement de la bande dessinée repose notamment sur les relations qui s’établissent entre les images. Une case ne produit pas son sens de manière isolée : celui-ci dépend également de sa place dans la séquence, dans la page et dans l’ensemble de l’œuvre. Scott McCloud (1993/1999) insiste, quant à lui, sur la participation active du lectorat, particulièrement dans les espaces séparant les cases. Le découpage et l’ellipse constituent donc des éléments fondamentaux du langage de la bande dessinée. La pratique permet de mettre directement ces principes à l’épreuve. Modifier l’ordre de plusieurs cases, leur taille ou leur disposition permet d’observer comment évoluent la narration, le rythme ou la circulation du regard.
La recherche-création accorde également une importance particulière au processus de travail. Les carnets, scénarios, storyboards, esquisses, recherches graphiques, essais de composition ou versions intermédiaires peuvent devenir des matériaux de recherche. Ces traces permettent de comprendre comment une œuvre se construit. Elles donnent accès aux hésitations, aux erreurs, aux contraintes, aux choix et aux découvertes qui accompagnent le processus créatif. Ces documents doivent être sélectionnés, décrits et analysés en fonction d’une problématique. Comparer plusieurs versions d’une page peut ainsi permettre de comprendre pourquoi une solution a été retenue plutôt qu’une autre. Un carnet peut également rendre compte de l’évolution d’une intention, d’une technique ou d’une manière de représenter une idée.
Cette démarche rejoint les réflexions de Donald A. Schön (1983/1994) sur la pratique réflexive. Selon lui, les connaissances ne sont pas uniquement mobilisées avant l’action. Elles se construisent également au cours de celle-ci. La personne qui pratique observe les effets de ses décisions, rencontre des difficultés, modifie ses choix et développe progressivement une nouvelle compréhension de la situation. Cette idée rejoint le concept de Poïétique dont Paul Valéry (1938) et René Passeron (1975) sont notamment les théoriciens majeurs. Pour ces derniers, la poïétique est l’étude de l’œuvre en train de se faire. Cette notion peut ainsi être appliquée au neuvième art afin d’éprouver, d’observer et d’analyser la création d’une bande dessinée.
La recherche-création conduit enfin à interroger la position de la personne qui mène la recherche. Le chercheur-créateur ou la chercheuse-créatrice est directement engagé·e dans le processus étudié. Ses compétences, ses références, ses choix esthétiques et ses habitudes de travail participent nécessairement à la construction du projet. La recherche-création en bande dessinée est donc située selon la notion développée par Donna Haraway (1988). Elle suppose le point de vue unique du chercheur et de la chercheuse. Cette implication demande une démarche réflexive. Il s’agit notamment d’observer sa propre pratique, d’expliciter certains choix et de prendre en compte les transformations qui apparaissent au cours du travail.
Bien qu’elles restent encore peu nombreuses, plusieurs thèses en recherche-création ont porté sur la réalisation ou l’expérimentation en bande dessinée. Anthony Rageul (2014) a ainsi travaillé sur la narration graphique numérique, tandis qu’Ilan Manouach a étudié la bande dessinée dans sa dimension industrielle. Benoît Preteseille a, quant à lui, soutenu sa thèse en 2020 à l’Université de Poitiers. D’autres recherches ont depuis été engagées, dont certaines sont toujours en cours, laissant présager une production particulièrement riche dans les prochaines années. Parmi les thèses récemment soutenues, on peut notamment citer celles de Luc Morvandiau (2023), de Sabine Teyssonneyre et Valentine Cuny-Le Callet (2024), ou encore de Farideh Tehrani en 2026. Cette dynamique nous conduit à proposer une journée destinée à mettre en commun réflexions, méthodes et retours d’expérience, et à contribuer à l’analyse collective d’un champ encore en cours de constitution : la recherche-création en bande dessinée.
—
Organisation de la journée
Cette journée aura pour objectif de créer un espace de réflexion, d’échange et d’expérimentation autour de la recherche-création en bande dessinée. Elle s’adresse aux chercheur·euses, doctorant·es, enseignant·es, artistes-auteur·ices et praticien·nes qui interrogent la bande dessinée comme objet d’étude, pratique artistique ou méthode de recherche.
La journée sera organisée autour de deux temps complémentaires :
La matinée sera consacrée à des interventions théoriques et à des retours d’expérience de personnes ayant développé des travaux de recherche-création en bande dessinée. Ces communications permettront d’aborder les fondements méthodologiques de cette démarche et les différentes manières d’articuler recherche universitaire et pratique artistique. Les interventions pourront notamment porter sur la définition de la recherche-création dans le domaine de la bande dessinée, la formulation d’une problématique explorée par la pratique, la documentation du processus créatif, les relations entre œuvre et texte réflexif ou encore la place du chercheur-créateur ou de la chercheuse-créatrice.
L’après-midi prendra la forme d’ateliers thématiques favorisant l’expérimentation et le partage de pratiques. Ceux-ci pourront notamment porter sur le découpage, la mise en page, le rythme, les relations entre texte et image, la création de personnages, le cadrage, la couleur, le lettrage, les techniques graphiques, les supports numériques ou traditionnels, les carnets de recherche et la documentation du processus créatif. Les thématiques proposées restent ouvertes et pourront être enrichies par les propositions des intervenant·es et des participant·es. Cette diversité permettra d’aborder la bande dessinée dans la pluralité de ses formes et de ses pratiques.
En associant interventions scientifiques, retours d’expérience et ateliers pratiques, cette journée souhaite favoriser les échanges entre recherche et création, afin de réfléchir collectivement aux différentes manières dont la bande dessinée peut être envisagée comme une pratique de recherche.
Les propositions sont attendues au plus tard pour le 4 janvier 2027. Elles comporteront, en français, un titre et un résumé du propos et/ou de la thématique de l’atelier de 1000 signes maximum (espaces compris). Les réponses aux candidatures seront données à la fin du mois de janvier 2027.
Cette journée pourra donner lieu à des publications d’actes, écrits ou présentés sous forme de planches de bande dessinée.
—
Adresses de contact (merci d’écrire aux deux) :
—
Bibliographie indicative
BORGDORFF, Henk, The Conflict of the Faculties: Perspectives on Artistic Research and Academia, Leiden University Press, 2012.
CHAPMAN, Owen, « Research-Creation: Intervention, Analysis and “Family Resemblances” », Canadian journal of communication, vol. 37 / 1, Toronto, University of Toronto Press, janvier 2012, 5‑26 p., p. 5‑26. https://ezpupv.scdi-montpellier.fr/login?url=https://www.proquest.com/scholarly-journals/research-creation-intervention-analysis-family/docview/1012150678/se-2.
CUNY-LE CALLET Valentine, Images de la maison des morts : créer, témoigner, résister. Art et histoire de l’art. Université Panthéon-Sorbonne – Paris I, 2024. Français. URL : https://theses.hal.science/tel-05148737/
GROENSTEEN, Thierry et PRESSES UNIVERSITAIRES DE FRANCE, Système de la bande dessinée, Edition définitive, Paris, Presses universitaires de France, 2025.
HARAWAY, Donna Jeanne, SCHAFFNER, Marin et BURGART GOUTAL, Jeanne, Savoirs situés : la question de la science dans le féminisme et le privilège d’une perspective partielle : suivi d’un entretien avec Jeanne Burgart Goutal, Marseille, Wildproject, 2026.
KUTTNER, Paul J, WEAVER-HIGHTOWER, Marcus B et SOUSANIS, Nick, « Comics-based research: The affordances of comics for research across disciplines », Qualitative research : QR, vol. 21 / 2, London, England, SAGE Publications, avril 2021, 195‑214 p., p. 195‑214.https://journals-sagepub-com.ezpupv.scdi-montpellier.fr/doi/full/10.1177/1468794120918845.
LESAGE Sylvain, “Portrait de thèse : Sabine Teyssonneyre”, citebd.org. Mars 2025. URL : https://www.citebd.org/neuvieme-art/portrait-de-these-sabine-teyssonneyre
MCCLOUD, Scott et PETITFAUX, Dominique, L’art invisible, Paris, Delcourt, 2007.
MORVANDIAU Luc, Contrebande : une cartographie de la bande dessinée alternative francophone, Rennes, Éditions du commun, 2024.
PASSERON, René (dir.) Recherches poïétiques, Groupe de recherches esthétiques du CNRS :
- La Poïétique, Paris, Klincksieck, 1975
- Le Matériau, Paris, Klincksieck, 1976
III. La Création collective, Paris, Clancier-Guénaud, 1981
- Création et répétition, Paris, Clancier-Guénaud, 1982
––– Pour une philosophie de la création, Paris, Klincksieck, coll. « Esthétique », 1989
––– (dir.), La Poïétique comme science et comme philosophie de la création (actes du premier colloque international de poïétique, 28/4-2/5 1989), Paris, Éditions Poïésis, 1991
––– La Naissance d’Icare. Éléments de poïétique générale, Marly-le-Roi, ae2cg Éditions, coll. « Poïétique », 1996
PRETESEILLE Benoît, « Faire une thèse de recherche-création ? En bande dessinée ? », Pratiques de formation/Analyses [En ligne], 66 | 2023, mis en ligne le 01 janvier 2023. URL : https://www.pratiquesdeformation.fr/132
RAGEUL Anthony, La bande dessinée saisie par le numérique : formes et enjeux du récit reconfiguré par l’interactivité. Art et histoire de l’art. Université Rennes 2, 2014. Français. URL : https://theses.hal.science/tel-01127320
SCHÖN, Donald A, HEYNEMAND, Jacques et GAGNON, Dolorès, Le praticien réflexif : à la recherche du savoir caché dans l’agir professionnel, Montréal, les Éditions Logiques, 1994.
SOUSANIS, Nick, VOLINE, Marc et SMOLDEREN, Thierry, Le déploiement, Arles, Actes Sud, 2016.
VALERY, Paul, Leçon d’ouverture du cours de poétique, conférence prononcée le 10 décembre 1937 au Collège de France, Paris, Gallimard, 1938.
––– Cours de poétique (1937-1945), 2 tomes : I. Le corps et l’esprit 1937-1940, et II. Le langage, la société, l’histoire 1940-1945, édition de William Marx, Paris, Gallimard, coll. « Bibliothèque des Idées », 2023
––– Cahiers, Paris, Éditions du CNRS (fac simile), 29 volumes, 1957-1961
1.10 La littérature à l’épreuve de la contemporanéité : Héritage et Horizons (Kénitra Maroc)
La littérature à l’épreuve de la contemporanéité : Héritage et Horizons
- Date de tombée (deadline) : 20 Novembre 2026
- À : Kénitra Maroc
Journée d’études
La littérature à l’épreuve de la contemporanéité
Héritage et Horizons
Vendredi 27 Novembre 2026 – FLLA, UIT, Kénitra, Maroc
*****
Langage et Société / CNRST
Argumentaire
La littérature, dans son acception la plus large, s’est toujours construite dans un dialogue permanent entre tradition et innovation, entre la fidélité à un patrimoine textuel séculaire et la nécessité de se réinventer face aux mutations du monde. Aujourd’hui, cette tension semble plus vive que jamais. En fait, à l’heure de la révolution numérique, de la mondialisation des échanges culturels, de la recomposition des marchés éditoriaux et de l’émergence de l’intelligence artificielle générative, la littérature est d’emblée confrontée à des problématiques inédites qui interrogent son statut, sa vocation, ses fonctions, ses outils, voire sa légitimité. Que reste-t-il de l’acte littéraire lorsque l’écriture peut être partiellement automatisée, lorsque les circuits de diffusion se réorganisent autour des plateformes numériques et des réseaux sociaux et lorsque la lecture elle-même change de nature et de rythme ?
Ces mutations ne sont pas seulement techniques car elles touchent à la manière dont une société se raconte, transmet sa mémoire et imagine son avenir. Pascale Casanova a montré, dans La République mondiale des Lettres, que le champ littéraire international obéit à des rapports de force, de centre et de périphérie, qui déterminent la reconnaissance, la traduction et la circulation des œuvres. Cette économie mondiale de la littérature se recompose aujourd’hui sous l’effet du numérique et de nouveaux acteurs — plateformes d’autoédition, réseaux sociaux de lecture, outils de traduction et de génération automatique de texte — qui redistribuent, sans nécessairement les abolir, les hiérarchies traditionnelles entre langues, littératures et publics.
Cette tension entre héritage et horizon trouve une résonance particulière dans le contexte maghrébin où la question littéraire s’est toujours pensée comme un lieu de négociation entre les langues, les cultures et les mémoires — colonial et précolonial, oral et écrit, arabe, amazigh et français. Abdelkébir Khatibi, l’un des penseurs les plus féconds de cet espace, a proposé les concepts de la « bilangue » et de la « double critique » pour rendre compte de cette situation d’entre-deux. En effet, penser depuis le Maghreb suppose, selon lui, une critique simultanée de la métaphysique occidentale et des dogmatismes hérités de la tradition théologique (Khatibi, Maghreb pluriel, 1983). C’est dans cette même perspective qu’il envisage le Maghreb comme un véritable horizon de pensée — titre de l’essai fondateur publié dès 1977 dans la revue Les Temps modernes — ouvrant la voie à ce qu’il nomme une pensée-autre, décentrée, plurielle et irréductible aux logiques identitaires closes et archaïques.
Cette exigence de penser l’écriture entre les langues trouve un écho frappant chez Kateb Yacine, pour qui la langue française restait un « butin de guerre » — formule devenue emblématique de la façon dont les écrivains maghrébins se sont réapproprié une langue imposée pour en faire un instrument de création et de contestation, plutôt qu’un simple vecteur d’assimilation. De la même manière, l’œuvre d’Assia Djebar, de Tahar Ben Jelloun ou de Mohammed Khaïr-Eddine illustre cette capacité de la littérature maghrébine à transformer l’héritage colonial et plurilingue en matériau d’invention plutôt qu’en simple contrainte, faisant de la blessure historique le point de départ d’une écriture renouvelée.
Ainsi la pensée khatibienne de la pluralité et de l’entre-deux résonne-t-elle avec d’autres voix majeures de la théorie postcoloniale et de la pensée-monde. Édouard Glissant, dans sa Poétique de la Relation, propose la notion de créolisation pour penser des identités fondées non sur la racine unique mais sur l’échange et l’imprévisible ; son concept de « Tout-Monde » invite à concevoir la littérature comme un espace de relation généralisée entre les cultures. Homi Bhabha développe quant à lui l’idée d’un « troisième espace » où s’élaborent des formes culturelles hybrides échappant aux polarités entre colonisateur et colonisé, tandis qu’Edward Said, dans L’Orientalisme, met en lumière les mécanismes par lesquels l’Occident a construit son « Orient » imaginaire — analyse que Khatibi lui-même prolonge depuis une position maghrébine.
Ce même souci de penser la littérature à partir de ses marges se retrouve chez Gilles Deleuze et Félix Guattari, qui forgent la notion de littérature mineure à propos de l’œuvre de Kafka : une littérature qui, écrivant dans la langue d’une majorité, la fait bégayer et la charge d’un potentiel collectif et politique. Ces cadres théoriques, bien que nés de contextes distincts, convergent pour affirmer que les positions périphériques, minoritaires ou plurilingues ne sont pas de simples marges du fait littéraire mais des lieux privilégiés d’où interroger et renouveler les grands récits de la littérature mondiale.
Cette interrogation sur les frontières de la littérature n’est pas propre à notre époque : elle traverse toute la modernité littéraire, à l’échelle mondiale. Dès 1827, dans ses entretiens avec Eckermann, Goethe forge la notion de Weltliteratur pour annoncer que le temps des littératures strictement nationales touche à sa fin et qu’approche l’ère d’une littérature mondiale, pensée comme mise en relation des traditions plutôt que comme addition de patrimoines séparés. Deux siècles plus tard, Milan Kundera prolonge cette intuition dans L’Art du roman (1986). Pour lui, le roman européen ne peut se comprendre que replacé dans une histoire qui dépasse les frontières nationales, comme la mémoire d’une conscience commune traversant les langues et les œuvres.
Cette même aspiration à une littérature sans frontière prend, chez Jorge Luis Borges, la forme d’une image devenue célèbre : « J’ai toujours imaginé le paradis comme une sorte de bibliothèque », confiait-il, faisant de la totalité des livres du monde l’horizon même du lecteur et de l’écrivain. Orhan Pamuk, dans son discours de réception du prix Nobel en 2006, part au contraire de son expérience d’écrivain turc situé loin des « centres » de la littérature occidentale pour affirmer que « toute la littérature véritable repose sur une confiance » : celle, propre à tout acte d’écriture et de lecture, que les êtres humains, par-delà les langues et les cultures, se ressemblent. De Goethe à Pamuk, en passant par Kundera et Borges, se dessine ainsi une tradition de pensée qui, comme celle de Khatibi, refuse d’enfermer la littérature dans des frontières nationales ou identitaires figées.
C’est précisément cette dialectique entre héritage et horizon que cette journée d’études se propose d’interroger, en réunissant doctorants, étudiants en master et en licence autour d’une réflexion commune sur les défis contemporains de la création et de la critique littéraires. Il s’agit de faire dialoguer plusieurs générations de chercheurs et de croiser les approches théoriques, historiques, comparatistes et critiques, dans un esprit d’ouverture disciplinaire et culturelle. Une attention particulière sera portée aux littératures francophones et maghrébines, sans que la réflexion s’y limite : l’ambition est de penser la littérature d’aujourd’hui entre inscription locale et circulation mondiale. C’est dans cette perspective interdisciplinaire que s’inscrit cette présente journée d’études organisée par le laboratoire Langage et société en partenariat avec le CNRST.
Plusieurs axes, non exclusifs, pourront structurer les échanges
– Héritages et filiations : quelle place pour les traditions littéraires — canon, genres, esthétiques — dans la production contemporaine, maghrébine et au-delà ?
– Bilangue, plurilinguisme et traduction : comment penser, à la suite de Khatibi, l’écriture entre les langues et les cultures ?
– Relation, hybridité, créolisation : les théories de la pluralité culturelle (Glissant, Bhabha) permettent-elles de repenser les études littéraires aujourd’hui ?
– Mutations technologiques et éditoriales : l’impact du numérique, des réseaux sociaux et de l’intelligence artificielle sur l’écriture, la diffusion et la réception des œuvres.
– Nouvelles voix, nouveaux territoires : émergence de littératures minoritaires, transnationales, diasporiques ; question de la représentation et de la légitimité.
– La littérature face à la crise : rapport au marché éditorial, à l’école, à la lecture dans une société en mutation.
– Didactique de la littérature et enseignement au Maroc
– Les œuvres littéraires et enseignement au Maroc : héritage et horizons
– Formes et expérimentations : hybridité générique, autofiction, écritures fragmentaires, littérature numérique.
En croisant ces différentes perspectives, cette journée entend offrir un espace de dialogue interdisciplinaire et intergénérationnel, propice à l’émergence de nouvelles pistes de recherche sur la littérature contemporaine, ses enjeux et ses défis. Elle souhaite enfin constituer, pour les doctorants et jeunes chercheurs, un moment privilégié de présentation et de discussion de leurs travaux dans un cadre bienveillant et exigeant.
Références indicatives
BEN JELLOUN, Tahar, La Réclusion solitaire, Paris, Denoël, 1976.
BHABHA, Homi K., The Location of Culture, Londres, Routledge, 1994.
BORGES, Jorge Luis, entretiens, in Chez Borges, Alberto Manguel, Arles, Actes Sud, 2003.
CASANOVA, Pascale, La République mondiale des Lettres, Paris, Seuil, 1999.
CITTON, Yves, Pour une écologie de l’attention, Paris, Seuil, 2014.
DELEUZE, Gilles et GUATTARI, Félix, Kafka. Pour une littérature mineure, Paris, Minuit, 1975.
DJEBAR, Assia, L’Amour, la fantasia, Paris, Jean-Claude Lattès, 1985.
FANON, Frantz, Les Damnés de la terre, Paris, François Maspero, 1961.
GLISSANT, Édouard, Poétique de la Relation, Paris, Gallimard, 1990.
GOETHE, Johann Wolfgang von, Conversations avec Eckermann, trad. fr., Paris, Gallimard, 1988 [1836-1848].
KATEB, Yacine, Nedjma, Paris, Le Seuil, 1956.
KHAÏR-EDDINE, Mohammed, Agadir, Paris, Le Seuil, 1967.
KHATIBI, Abdelkébir, « Il faut s’essayer à une double critique permanente », entretien avec Zakya Daoud, Lamalif, n° 57, février 1973, p. 32-34.
KHATIBI, Abdelkébir, La Blessure du nom propre, Paris, Denoël, 1974.
KHATIBI, Abdelkébir, « Le Maghreb comme horizon de pensée », Les Temps modernes, numéro spécial « Du Maghreb », 1977.
KHATIBI, Abdelkébir, Maghreb pluriel, Paris, Denoël, coll. « Médiations », 1983.
KUNDERA, Milan, L’Art du roman, Paris, Gallimard, 1986.
MEMMI, Albert, Portrait du colonisé, précédé du portrait du colonisateur, Paris, Buchet/Chastel, 1957.
PAMUK, Orhan, La Valise de mon père — Discours de réception du prix Nobel de littérature, Paris, Gallimard, 2007 [2006].
SAID, Edward, L’Orientalisme. L’Orient créé par l’Occident, trad. fr., Paris, Seuil, 1980 [1978].
VAILLANT, Alain (dir.), L‘Avenir de la littérature. Écrire au XXIe siècle, Paris, CNRS Éditions, 2018.
Modalités de soumission
Les propositions de communication devront comporter :
Un titre
Un résumé de 300 mots
5 mots-clés
Une courte notice biobibliographique
L’affiliation institutionnelle
Adresse électronique et téléphone
Langues du colloque
Français –Arabe – Anglais – Espagnol
Calendrier
Lancement de l’appel à contribution : 18 Septembre 2026
Date limite de soumission des résumés : 20 Novembre 2026
Notification d’acceptation : 22 Novembre 2026
Journée d’études : 27 novembre 2026
Soumission
Les propositions sont à envoyer à l’adresse suivante :
Publication
Une sélection des contributions, après évaluation en double aveugle par le comité scientifique, pourra faire l’objet d’une publication sous forme de numéro spécial de la revue scientifique Meditarranean Migration and Medias (MMM) hébergée au PRSM affilié au CNRST.
Comité d’organisation
ZIGHIGHI Zouhir – BOUMAZZOU Ibrahim – LOUIZ Driss – MARS Jalil – CHOUNANI Meriem – BAYBEN Boutaina – MARMOZ Maryam – CHAACHOUE Nadir – EDDIOURI Oumayma
Comité scientifique
– AGHZAFEN Mostafa, FLLA – Université Ibn Tofail – Kénitra
– AMRI Mahdi, Enseignant chercheur, ISIC – Rabat
– ASALI Soumia, Enseignante chercheure, ISPITS – Fès
– AZOUAGHE Soufian, FLSH, université Mohamed V – Rabat
– BAIDA Abdellah, Enseignant chercheur, ENS, université Mohamed V – Rabat
– BALAGH Redouane , FSJP – Langage et société – Université Ibn Tofail – Kénitra
– BAHMAD Malika , FLLA – Langage et société – Université Ibn Tofail – Kénitra
– BATCHI Mouhcine, FLSH – Université Ibn Tofail – Kénitra
– BAYBEN Boutaina, FLLA – Université Ibn Tofail – Kénitra
– BENAMEUR Mounia, FLLA, université Ibn Tofail
– BENHADDA Hajar, Langage et Société – Université Ibn Tofail – Kénitra
– BENLAKHDAR Mohyedine, Université Sidi Mohamed Ben Abdellah – Fès Maroc
– BEN MSILA Anouar, FLSH, université Moulay Ismail Meknès
– BHIH Nabila, Université Hassane II, Casablanca
– BOUGRINE Karim, ENSA, Université Ibn Tofail – Kénitra
– BOUMAAJOUNE Jaouad, FLSH, Martil, Université Abdelmalek Essaadi
– BOUMAZZOU Ibrahim, ENSA, université Ibn Tofail
– BOURAS Mohamed, FLLA – Université Ibn Tofail – Kénitra
– BOURIQUI Ilham, ISIC – Rabat
– CHALFI Rida, Faculté polydisciplinaire d’Errachidia
– CHAHCHAH Amina, ENSCK, Université Ibn Tofail – Kénitra
– CHBADA Mohamed, FLLA – Université Ibn Tofail – Kénitra
– CHARYATE Abdelilah, ESEF – Université Ibn Tofail – Kénitra
– DRAOUI Abdelkhaleq, université Ibn Zohr – Agadir
– EL AMRANI Hafida, FLLA – Université Ibn Tofail – Kénitra
– EL GHOUATI Azize, FLLA – Université Ibn Tofail – Kénitra
– EL HOUARI Mounsif, FLSHS, Université Sidi Mohamed Ben Abdellah – Fès
– JIRARI Hicham, Université Hassane II, Casablanca
– EL JORTI Mohamed, ESEF, Université Ibn Tofail, Kénitra
– ELOMARI Driss, ENCG, Université Sidi Mohamed Ben Abdellah – Fès Maroc
– EL YAKOUBI Khadija, FLSH – Université Cadi Ayyad – Marrakech
– EL YAMANI Yamine, INSEA – Rabat
– ERRAJI Nabil, Université Sidi Mohamed Ben Abdellah, Fès
– Filli Tullon Touriya, Université Lyon II, France
– GAIN Ahmed Mohamed, ENCG, université Ibn Tofail
– GHARIOUA Abderrahman , EDHH, Université Al Quaraouiyine – Rabat
– GUENNOUN Faiza, FLSHS, Université Sidi Mohamed Ben Abdellah – Fès Maroc
– HADOUCH Ghyslaine, université Michel Montaigne-Bordeaux 3
– HDOUCH Youssef, FLLA – Université Ibn Tofail – Kénitra
– JEDDI Samya, Université Cadi Ayyad – Marrakech
– KARKOURI Jamal, FLSH, – Université Ibn Tofail – Kénitra
– LAALOU Anas, FLLAK, université Ibn Tofail
– LHADI Imane, ESEF – Université Ibn Tofail – Kénitra
– LOUIZ Driss, FLLA – Université Ibn Tofail – Kénitra
– MACIAS OTON Elena, Departemento de Filologia Francessa, Romancia, Italiana y Arabe, Facultad de Letras – Universidad de Murcia – España
– MAJIT Afaf, Université Hassane II, Casablanca
– My Saddik Rabaj, Romancier – Maroc
– MOUCHRIF Abdelhakim, FLSH, Université Cadi Ayyad, Marrakech
– OUDINA Anoir Salam, FEG – Université Ibn Tofail – Kénitra
– RHAJDI Loubna, CRMEF – DT, Errachidia
– OUASSOU Ali, ESEF, Université Ibn Tofail, Kénitra
– SERGHINI Jaouad, Université Mohammed Premier d’Oujda-Maroc
– TENKOUL Souad, CRMEF, de l’Oriental, Oujda – Maroc
– TENKOUL Zahra, Université Sidi Mohamed Ben Abdellah – Fès – Maroc
– TERRADA Zohra, ENCG, Université Ibn Tofail – Kénitra
– ZAHIDI Ismail, Laboratoire Langage et Société – Université Ibn Tofail – Kénitra
– ZIGHIGHI Zouhir, FLLA – Université Ibn Tofail – Kénitra
Responsable scientifique
Zouhir ZIGHIGHI (zouhir.zighighi@uit.ac.ma)
2. Job and Scholarship Opportunities
2.1 Assistant Teaching Professor, Department of French and Francophone Studies, Georgetown University
Assistant Teaching Professor, Department of French and Francophone Studies, Georgetown University
Employer
Georgetown University – Department of French and Francophone Studies
Location
Washington D.C.
Salary
The projected base salary range is $63,356-$69,688.
Position type
Organization type
Languages
Field
Cultural studies, Interdisciplinary, Language teaching
Employment category
Tenure Status
Job Details
Assistant Teaching Professor in the Department of French and Francophone Studies at Georgetown University
Georgetown University, College of Arts & Sciences, Department of French and Francophone Studies. One full-time, non-tenure-line position at the level of Assistant Teaching Professor. Three-year renewable contract. 3-3 teaching load will include courses in Topics for Oral Proficiency and courses in Business French. Our Topics for Oral Proficiency courses focus either on France or on Francophone Africa, combining a close examination of each region’s political history with an in-depth exploration of contemporary political, economic, and social developments. These courses are specifically designed to prepare students in Georgetown’s School of Foreign Service (SFS) for the French proficiency examination required for graduation, while helping them develop the skills they need to approach contemporary issues through a global lens. This position also includes coordination of the Topics courses and of the SFS French proficiency examination. Experience in course design and curriculum development is highly desirable, as is expertise in second-language acquisition and French for professional purposes (business, law). 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 History, or related field in hand by August 1, 2027. Near-native fluency in French and English.
Application Instructions:
Submit the following required materials by clicking on this link: https://apply.interfolio.com/194339
1) Cover letter that includes statement on teaching experience/philosophy
2) Curriculum vitae
3) Two sample language syllabi: one on either French or francophone African political history and current events, and one focusing on Business French.
4) Three confidential letters of recommendation to be uploaded through the Georgetown Interfolio System.
Applications are due by November 15, 2026. We will conduct first-round interviews via Zoom video conferencing in mid-December 2026.
For questions related to this position, please contact: susanna.lee@georgetown.edu
The projected base salary range is $63,356-$69,688. Compensation is determined by a number of factors including, but not limited to, the candidate’s individual qualifications, experience, education, skills, and certifications, as well as the University’s business needs and external factors.
Georgetown University is an Equal Opportunity/Affirmative Action Employer fully dedicated to achieving a diverse faculty and staff. All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, color, religion, national origin, age, sex (including pregnancy, gender identity and expression, and sexual orientation), disability status, protected veteran status, or any other characteristic protected by law.
If you are a qualified individual with a disability and need a reasonable accommodation for any part of the application and hiring process, please click here for more information, or contact the Office of Institutional Diversity, Equity & Affirmative Action (IDEAA) at (202) 687-4798.
2.2 Chair and Associate or Full Professor of French, Francophone, and Italian Studies, College of Charleston School of Languages, Cultures, and World Affairs
Chair and Associate or Full Professor of French, Francophone, and Italian Studies
Employer
College of Charleston School of Languages, Cultures, and World Affairs
Location
Charleston, South Carolina
Salary
Competitive
Position type
Department chair, Professor, Associate, Professor, Full
Organization type
Languages
Employment category
Tenure Status
Job Details
The College of Charleston seeks a dynamic scholar, teacher, and academic leader at the rank of associate or full professor to serve as Chair of the Department of French, Francophone, and Italian Studies. The successful candidate will bring a strategic vision for the department, strong communication and leadership skills, and a demonstrated commitment to fostering a participatory and supportive environment. The chair will lead efforts in curricular innovation, faculty development, student success, and the continued enhancement of the department’s national reputation.
The chair will hold a full-time, tenured faculty appointment in the Department of French, Francophone, and Italian Studies within the School of Languages, Cultures, and World Affairs. Candidates should have expertise in French, Francophone, or Italian Studies, or a closely related field, along with a distinguished record of research, publication, and teaching sufficient for appointment with tenure at the rank of associate or full professor. The position offers a competitive salary and a teaching load commensurate with administrative responsibilities.
French, Francophone, and Italian Studies is a dynamic and vibrant department that enrolls approximately 1,000 students per semester and offers majors in French and Francophone Studies and French Teacher Education, as well as minors in French and Italian Studies. Many students combine this program with majors such as International Business, Hospitality and Tourism Management, Marketing, and International Studies. The department offers students a range of enrichment opportunities, including study abroad programs, experiential learning, student clubs, and residence in the historic French House.
Apply online at College of Charleston Faculty and Staff Positions. Please submit a cover letter, a CV, and contact information for three references by November 2, 2026. The successful candidate will demonstrate a record of academic leadership and program development as well as collegiality, professionalism, and the ability to work collaboratively with faculty, staff, and students.
For more information, contact Dr. Aimee Arias, Dean, School of Languages, Cultures, and World Affairs, College of Charleston, 11 Glebe St., Charleston, SC 29424. ariasak@cofc.edu. Applicants are encouraged to visit the department website. To learn more about the College of Charleston, please visit www.charleston.edu.
The College of Charleston is an equal opportunity employer and does not discriminate against any individual or group on the basis of sex, gender (including gender identity and/or expression), pregnancy, race, religion, color, national origin, age, disability, military or veteran status, sexual orientation, genetic information, and other classifications protected by applicable federal, state, and local laws. For more information, please visit eop.cofc.edu.
2.3 Assistant Professor or Associate Professor in Arab Studies, University of Ottawa
Assistant Professor or Associate Professor in Arab Studies
Employer
Location
Ottawa (City), Ontario (CA)
Salary
The stаrting sаlary fоr assistаnt prоfessоrs is set at $99 377 and at $109,776 for Associate professors
Position type
Organization type
Languages
Employment category
Tenure Status
Job Details
The Department of Modern Languages and Literatures at the University of Ottawa invites applications for a full-time, tenure-track Assistant Professor or Associate Professor (subject to qualifications and experience) position in Arab Studies. We seek a dynamic researcher whose work advances critical, interdisciplinary approaches to research questions in the Arabic-speaking world. The ideal candidate will contribute to existing expertise at the University of Ottawa by undertaking research initiatives that examine contemporary cultural questions and social issues in regions of the Arabic-speaking world, and they will have experience in the field of Arabic as a Foreign Language (AFL).
The candidate selected will also be considered for appointment to hold a Faculty of Arts Research Fellowship; for details on the Fellowship please see below. The intent of the Fellowship is to encourage interdisciplinary research and international collaborations regarding cultural dynamics and social change in the Arab societies, as well as among Arab-Canadian communities. This role may include developing partnerships, organizing seminars, supporting research initiatives, and fostering connections with academic, diplomatic, and community partners in Canada and abroad.
The Univеrsity оf Ottаwа stаnds оut аs а prоminеnt highеr educatiоn institutiоn, rеcоgnized bоth natiоnally аnd internatiоnally, аnd hоlds the title оf the lаrgest bilingual (Frеnсh-English) univеrsity glоbally. Locatеd оn the anсestral, unсeded lаnds оf the Aniсhinabé-Algоnquin pеоple in dоwntоwn Ottawа, it plays a cruciаl rоlе in enhancing thе еcоnоmy, culture, and оverall quality оf life in Cаnada’s capital
The аntiсipаted start date fоr this pоsitiоn is July 1st, 2027.
Jоb Titlе: Assistant Prоfessоr or Associate Professor. The rank is commensurate with experience.
Areas of Expertise
Candidates must demonstrate research and teaching expertise in one or more of the following subfields:
Arts, Media, and Digital Cultures: Interdisciplinary study of classical and contemporary Arab cultural production across the Middle East and North Africa, including the use of computational methods to examine language, texts and culture, in a context of postcolonial realities and geopolitical change. Arab World, Migration, Diaspora, and Transnational Studies: Forced and voluntary displacement, border-crossing narratives, and global Arab identity networks. Middle East Studies: Broad contextual knowledge of the region’s historical, geopolitical, linguistic, and socio-demographic complexities; Comparative Studies: Ability to place Arab societies and cultural production in conversation with global, transregional, or Western artistic movements. Imperialism, Colonialism, and Development: Critical frameworks evaluating power dynamics, postcolonial realities, and geopolitical shifts. Social change in Arab societies: Intersectional approaches that examine the dynamics of social change with respect to gender, identity, demographics, and the family in contemporary societies. Rank: Assistant or Associate Professor (Tenure-Track). The rank is commensurate with experience.
Responsibilities: Duties include, in varying proportions: a) active research and knowledge mobilization program; b) teaching; c) recruitment and supervision of graduate students; d) service to the community.
Develop research projects in Arab Studies; Leadership in the development of a transdisciplinary Arab Studies research initiative across the University; Coordinate the Department’s Arabic Language and Culture section Teach undergraduate and graduate courses in Arab Studies in both French and English; Recruit and train graduate students.
Term: Tеnure-Track pоsitiоn.
Salary: The stаrting sаlary fоr assistаnt prоfessоrs is set at $99 377 and at $109,776 for Associate professors (аs pеr thе salаry scale оutlinеd by thе University оf Ottawа Faculty Assосiatiоn (APUO) effective May 1st, 2025). Cоnsidеratiоn fоr оther ranks may оccur under eхcеptiоnal cоnditiоns.
Benеfits: Thе University оf Ottаwа prоvides an ехtensive benefits paсkage, which inсludеs lоng-tеrm disability cоverage, basic life insurance, supplеmеntary hеаlth bеnefits, a pensiоn plаn, оptiоnal lifе insurance, and rеimbursement fоr rеlосatiоn eхpenses.
Work location: Department of Modern Languages and Literatures, Faculty of Arts, University of Ottawa, 70 Laurier East Avenue, Ottawa, Ontario K1N 6N5
Cоntасt (fоr inquiries): Dr. Luis Abanto, Chair, Department of Modern Languages and Literatures, University of Ottawa, email: llmdir@uottawa.ca
Qualifications
Education: Possess a doctorate (Ph.D.) by July 1, 2027, in Arab Studies, with demonstrated expertise in AFL pedagogy, Arabic and Comparative Literature, Middle East Studies, Arab Media/Cultural Studies, or a related discipline. Linguistic Fluency: Excellent communication skills in English and/or French. Active knowledge of Canada’s two official languages (French and English) is a requirement for tenure. Native or near-native fluency in Modern Standard Arabic (MSA). Research Track Record: A demonstrated track record of research excellence, including peer-reviewed publications. Pedagogy: Demonstrated excellence or strong potential for teaching excellence in Arab Studies or related discipline. Arab Studies Research Fellowship
The University of Ottawa aspires to create a dynamic research hub about transformations and innovations occuring in the countries of the Arab world and within the cultures of the Arab diaspora. To this end, the Faculty of Arts Research Fellowhship is open with respect to the field of Arab Studies – candidates with expertise in any of the themes outlined above will be considered. The person appointed to the Fellowship is expected to demonstrate commitment to innovative, ground-breaking research about cultural and social processes and change that affect Arab communities.
This research fellowship is for an initial appointment of five years, with the possibility of renewal. The Fellowship comes with an annual research fund of $25,000. Additional funding will be available to support research activities of graduate students and postdoctoral fellows. The Fellowship is intended to support an exceptional scholar for whom Arab Studies is their primary research focus.
Dеadline: Applicаtiоns rеceived by November 9, 2026 will be fully соnsiderеd; hоwеver, thе pоsitiоn will remаin оpen until it is filled.
Further details abоut academic cаrееrs can bе fоund оnlinе. Applicatiоns must be submitted thrоugh the University оf Ottawa’s cаreer pоrtal, and оnly cоmplеte submissiоns will be evaluated.
Plеasе submit the fоllоwing dосuments in а single PDF: cover letter, curriculum vitae, two recent peer-reviewed publications, statement of research interests, and an example of a course syllabus.
Following an initial review of applications, selected candidates will be invited to present their research to professors and students and asked to have three confidential letters of reference submitted directly by the referees.
To learn more about our department, please visit: https://www.uottawa.ca/faculty-arts/department
The University оf Ottаwa is committed tо providing its academic community with a leadеrship аnd lеarning envirоnment thаt promotеs equity, divеrsity, and inclusiоn. As such, we strongly encоuragе appliсatiоns frоm Indigenоus peоples оf Canada, visible minоrities, individuаls with disаbilities, wоmen, and аll qualifiеd candidates with thе skills and knоwlеdge tо engagе cоnstructivеly with cоmmunities that embrace equity, diversity and inclusion. Applicаnts frоm thеse grоups are invited tо fill out a соnfidential sеlf-identifiсаtiоn questiоnnаirе whеn submitting thеir appliсаtiоns.
All qualified candidates are invited to apply; however, preference will be given to Canadians and permanent residents. When submitting your application, please indicate if you are legally entitled to work in Canada.
Throughout the recruitment process, the University of Ottawa will provide accommodations to candidates with disabilities. If you are invited to proceed through the selection process, please notify us of any accommodation needs by writing to the Office of the Vice-Provost, Faculty Relations at vra.affairesprofessorales@uOttawa.ca. All information received will be treated confidentially.
The University of Ottawa is proud of its more than 160-year tradition of bilingualism. Through its Official Languages and Bilingualism Institute, the University offers its employees, as well as their partners, the means to become bilingual.
Le Département de langues et littératures modernes de l’Université d’Ottawa sollicite des candidatures pour pourvoir un poste à temps plein de professeur(e) adjoint(e) ou professeur(e) agrégé(e) (selon les qualifications et l’expérience) menant à la permanence en Études Arabes. Nous recherchons une chercheuse ou un chercheur dynamique dont les travaux promeuvent des approches critiques et interdisciplinaires face aux questions de recherche relatives au monde arabophone. Le/la candidat(e) idéal(e) contribuera à l’expertise existante de l’Université d’Ottawa en menant des projets de recherche portant sur des enjeux culturels et sociaux contemporains dans les régions du monde arabophone. Le/la candidat(e) idéal(e) devra également avoir une expérience dans le domaine de l’Arabe comme Langue Étrangère (ALE).
Le/la candidat(e) sélectionné(e) sera également considéré(e) pour l’attribution d’une bourse de recherche de la Faculté des arts. Pour plus de détails sur la bourse, veuillez voir ci-dessous. L’objectif de cette bourse est d’encourager la recherche interdisciplinaire et les collaborations internationales portant sur les dynamiques culturelles et les changements sociaux dans les sociétés arabes ainsi qu’au sein des communautés arabe-canadiennes. Ce rôle peut inclure le développement de partenariats, l’organisation de séminaires, le soutien aux initiatives de recherche et le tissage de liens avec des partenaires académiques, diplomatiques et communautaires tant au Canada qu’à l’étranger.
L’Université d’Ottawa est reconnue sur la scène nationale et internationale comme étant un établissement d’enseignement de premier plan et la plus grande université bilingue (français-anglais) au monde. Située sur le territoire ancestral non cédé du peuple anichinabé-algonquin, en plein cœur du centre-ville d’Ottawa, elle contribue grandement à l’économie, à la culture et à la qualité de vie dans la capitale canadienne.
La date d’entrée en fonction est prévue pour le 1er juillet 2027.
Titre du poste : Professeur(e) adjoint(e) ou professeur(e) agrégé(e). Le rang dépendra de l’expérience.
Domaine d’expertise
Les candidat(e)s doivent démontrer une expertise en recherche et en enseignement dans une ou plusieurs des thématiques suivantes :
- Arts, Médias et Cultures Numériques : Étude interdisciplinaire de la production culturelle arabe classique et contemporaine au Moyen-Orient et en Afrique du Nord, incluant l’utilisation de méthodes computationnelles pour analyser le langage, les textes et la culture dans un contexte de réalités postcoloniales et de changements géopolitiques.
- Monde Arabe, Migration, Diaspora et Études Transnationales : Déplacement forcé ou volontaire, récits de franchissement de frontières et réseaux d’identités arabes à l’échelle mondiale.
- Études du Moyen-Orient : Connaissance contextuelle large des complexités historiques, géopolitiques, linguistiques et sociodémographiques de la région.
- Études comparatives : Capacité à mettre en relation les sociétés arabes et leur production culturelle avec les mouvements artistiques mondiaux, transrégionaux ou occidentaux.
- Impérialisme, colonialisme et développement : Approches critiques permettant d’évaluer les dynamiques de pouvoir, les réalités postcoloniales et les changements géopolitiques.
- Changement social dans les sociétés arabes : Approches intersectionnelles portant sur les dynamiques de changement social en tenant compte du genre, de l’identité, des démographies et de la famille dans les sociétés contemporaines.
Rang : Professeur(e) adjoint(e) ou professeur(e) agrégé(e) (poste menant à la permanence). La nomination à un rang supérieur dépendra de l’expérience.
Fonctions :
Les missions incluent, dans des proportions variables : a) la mise en œuvre d’un programme actif de recherche et de mobilisation des connaissances; b) l’enseignement; c) le recrutement et la supervision d’étudiant(e)s aux cycles supérieurs; d) le service à la communauté.
- Développer des projets de recherche en Études Arabes;
- Assurer un leadership dans le développement d’une initiative de recherche transdisciplinaire en études arabes au sein de l’Université;
- Coordonner la section de langue et de culture arabes du Département;
- Enseigner des cours de premier cycle et de cycles supérieurs en études arabes, en français et en anglais;
- Recruter et former des étudiant(e)s de cycles supérieurs.
Terme : Poste menant à la permanence.
Salaire : Le salaire de base des professeur(e)es adjoint(e)es est de 99 377 $ et de 109 776 $ pour les professeur(e)s agrégé(e)s (conformément à l’échelle salariale de l’Association des professeur.e.s de l’Université d’Ottawa (APUO) en vigueur au 1er mai 2025). Les autres rangs pourront être envisagés dans des conditions exceptionnelles.
Avantages sociaux : L’Université d’Ottawa offre un régime d’avantages sociaux complet comprenant une assurance invalidité de longue durée, une assurance vie collective de base, une assurance maladie complémentaire, un régime de retraite, une assurance vie facultative et le remboursement des frais de déménagement.
Lieu de travail : Département des langues et littératures modernes, Faculté des arts, Université d’Ottawa, 70, avenue Laurier Est, Ottawa (Ontario) K1N 6N5.
Personne-ressource (pour toute question) : M. Luis Abanto, directeur du Département des langues et littératures modernes, Université d’Ottawa, courriel : llmdir@uottawa.ca.
Qualifications
- Formation : Être titulaire d’un doctorat (Ph. D.) d’ici le 1er juillet 2027 dans le domaine des Études Arabes, avec une expertise avérée en pédagogie AFL, en littérature arabe et comparée, en études du Moyen-Orient, en études des médias/ cultures arabes ou dans une discipline connexe.
- Compétences linguistiques : Excellentes aptitudes en communication en français et/ou en anglais. Une connaissance active des deux langues officielles du Canada (français et anglais) est exigée pour l’obtention de la permanence. Une maîtrise native ou quasi-native de l’arabe standard moderne (ASM).
- Dossier de recherche : Un parcours de recherche démontrant l’excellence, incluant des publications évaluées par les pairs.
- Pédagogie: Excellence démontrée ou fort potentiel d’excellence en enseignement dans le domaine des études arabes ou dans une discipline associée.
Bourse de recherche en études arabes
L’Université d’Ottawa vise à créer un pôle de recherche dynamique axé sur les transformations et les innovations dans les pays du monde arabe et au sein des cultures de la diaspora arabe. Dans cette optique, la Bourse de recherche de la Faculté des arts est ouverte à tous les domaines des études arabes. Les candidat(e)s ayant une expertise dans l’un des thèmes précités sont invités à postuler. La personne sélectionnée pour la bourse devra faire preuve d’un engagement envers une recherche innovatrice et de haute qualité portant sur les processus culturels et sociaux ainsi que les changements affectant les communautés arabes.
Cette bourse de recherche est initialement d’une durée de cinq ans, avec possibilité de renouvellement. Elle comprend un fonds de recherche annuel de 25 000 $. Un financement supplémentaire sera disponible pour soutenir les activités de recherche des étudiant(e)s des cycles supérieurs ainsi que des stagiaires postdoctoraux. La bourse est destinée à soutenir une chercheuse exceptionnelle ou un chercheur exceptionnel dont les études arabes constituent le principal axe de recherche.
Date limite de candidature : Les candidatures reçues d’ici le 9 novembre 2026 seront examinées en priorité; toutefois, le poste restera ouvert jusqu’à ce qu’il soit pourvu.
Des informations supplémentaires concernant les carrières académiques sont disponibles en ligne. Les candidatures doivent être soumises en ligne par voie électronique via le portail des carrières de l’Université d’Ottawa. Seuls les dossiers complets seront évalués.
Veuillez soumettre les documents suivants dans un seul fichier PDF : lettre de motivation, curriculum vitæ, deux publications récentes évaluées par les pairs, déclaration de projet de recherche et un exemple de syllabus de cours.
Après une première évaluation des candidatures, les candidat(e)s présélectionné(e)s seront invité(e)s à présenter leurs travaux de recherche aux professeur(e)s et aux étudiant(e)s, et devront fournir trois lettres de recommandation confidentielles soumises directement par les personnes référentes.
Pour en savoir davantage sur le département :
https://www.uottawa.ca/faculte-arts/langues-litteratures-modernes
L’Université d’Ottawa s’engage à offrir à sa communauté universitaire un environnement de leadership et de savoir qui favorise l’équité, la diversité et l’inclusion. Nous encourageons vivement les peuples autochtones du Canada, les membres des minorités visibles (personnes racisées), les personnes en situation de handicap et les femmes, ainsi que toute personne qualifiée possédant les compétences et les connaissances nécessaires pour travailler de façon constructive avec des communautés où l’équité, la diversité et l’inclusion priment, à postuler. Les personnes appartenant à un ou plusieurs de ces groupes sont invitées à remplir le questionnaire confidentiel d’auto-identification lors du dépôt de leur candidature.
Toutes les personnes qualifiées sont invitées à présenter leur candidature; cependant, la préférence sera accordée aux citoyennes et citoyens canadiens ainsi qu’aux résidentes et résidents permanents. Lors de la soumission de votre candidature, veuillez indiquer si vous êtes légalement autorisé(e) à travailler au Canada.
Tout au long du processus de recrutement, l’Université d’Ottawa mettra en place des aménagements pour des candidat(e)s en situation de handicap. Si vous êtes invité(e) à poursuivre le processus de sélection, merci de nous faire part de vos besoins en matière d’aménagement en écrivant au Bureau du vice-recteur aux affaires professorales, à vra.affairesprofessorales@uOttawa.ca. Toutes les informations reçues seront traitées de manière confidentielle.
L’Université d’Ottawa est fière de sa tradition de bilinguisme de plus de 160 ans. Par le biais de son Institut des langues officielles et du bilinguisme, l’Université offre à son personnel ainsi qu’à leurs conjoint(e)s, les moyens de devenir bilingues.
2.4 Assistant Professor of French, University of North Carolina at Charlotte
Assistant Professor of French
Employer
University of North Carolina at Charlotte
Location
University of North Carolina at Charlotte
Salary
$75,000 – $77,000
Position type
Organization type
Languages
Field
Comparative literature, Criticism and theory, Cultural studies, Language teaching, Film and media studies, Literature, non-English
Employment category
Tenure Status
Job Details
The Department of Languages, Cultures and Translation invites applications for a tenure-track position at the rank of Assistant Professor to begin August 15, 2027. This is a 9-month faculty position with a salary range of $75,000-$77,000 in the area of 20th and 21st-Century French and Francophone Studies.
Required qualifications. (1) A Ph.D. in French or a closely related field with a specialization in 20th- and 21st-century French and/or Francophone Studies; (2) native/near native proficiency in French, (3) an active research agenda with peer-reviewed publications related to French and/or Francophone literature/culture/film/theory; (4) potential for external funding; and (5) the ability to teach courses in French at all levels, including undergraduate courses on contemporary France and the Francophone world, as well as upper-level and graduate courses taught within the candidate’s areas of specialization. We seek scholars with demonstrated university-level teaching experience and a strong commitment to research excellence. Duties include departmental and institutional service, active research, and the development and delivery of undergraduate and graduate courses in both face-to-face and online formats.
Preferred qualifications. Preference will be given to candidates prepared to teach in a second area outside their primary area of scholarship—such as French for specific purposes, translation, or linguistics. Ideal applicants will present a research agenda that complements existing departmental strengths in literary history and theory, cultural studies, film studies, and translation. Candidates may also be asked to discuss interest in supporting co-curricular French language activities during the interview process.
Finalists will be asked to articulate how their teaching practices engage, include, and eliminate barriers to learning for UNC Charlotte students, and how their educational approach helps increase the engagement and success of all students regardless of their entry pathway into the university.
The Department of Languages, Cultures and Translation engages in innovative research and teaching at the undergraduate and graduate levels to develop students’ language and communication skills, cultural knowledge, intercultural competency, literacy, and critical thinking in order to prepare its graduates for participation in an increasingly global and multilingual society. More information about the department can be found at languages.charlotte.edu.
As the largest and most academically diverse college at UNC Charlotte, the College of Humanities & Earth and Social Sciences houses 15 departments, 13 interdisciplinary programs, and 7 applied centers. We offer a wide range of undergraduate and graduate degree programs with extensive honors and early-entry options. The College plays a pivotal role in delivering on the university’s goals in the areas of research excellence, student success and experience, and community engagement. Through their scholarship and teaching, the College’s 350+ faculty members seek to deepen our understanding of complex problems and lead the university in interdisciplinary collaboration.
UNC Charlotte is an R-1 university, and the only research university in North Carolina’s largest metropolitan area. As the second-largest institution in the UNC System, we transform lives, communities, and industries through accessible and affordable education, offering exemplary bachelor’s, master’s, doctoral, and professional programs. Our commitment to scholarship, innovation, and service drives our contributions to the ever-evolving needs of society. Through strategic partnerships and a focus on real-world applications, we prepare our graduates to excel in their careers and lead with purpose and integrity in a rapidly changing world.
This position is subject to research-security screening. As part of the application, applicants must disclose, either in their CV or in a separate document submitted with the application, all current appointments or affiliations with foreign institutions or organizations, foreign research support, and ongoing research collaborations with foreign institutions, organizations, or their personnel. Before candidates advance to an on-campus interview, the university will review this information and other publicly available information for relationships involving institutions on the current Section 1286 list and any other applicable U.S. restricted-party lists. A disclosed or identified relationship does not automatically disqualify a candidate. As a condition of employment, a selected candidate must resolve any relationship the university determines would violate applicable law or sponsor requirements or materially impair the candidate’s or the university’s eligibility for federal funding.
Application. Only electronic submissions will be accepted. For more information regarding the position and to apply electronically, go to https://jobs.charlotte.edu (position number 5405). Please attach the following documents with your electronic submission:
- A cover letter that addresses the job requirements identified, as well as the candidate’s teaching philosophy.
- A current and complete curriculum vitae.
- Only finalists for the position will be required to provide three letters of recommendation and transcripts.
The candidate chosen for this position will be subject to Criminal Background Check.
The candidate selected for this position will be required to submit official transcripts of their highest degree upon hire.
Hiring is subject to budget availability.
For additional information, please contact Allison Stedman (astedman@charlotte.edu), Chair of the Search Committee. Review of applications will begin on October 21 until the position is filled.
The University of North Carolina at Charlotte is an equal opportunity employer and does not discriminate against employees or applicants for employment based on race, color, religion, sex, sexual orientation, gender identity, age, national origin, physical or mental disability, veteran status, or any other protected status. In keeping with this commitment, UNC Charlotte ensures that persons of any background are invited, included, and treated equally in the terms and conditions of employment.
Source: https://joblist.mla.org/job/2001434/assistant-professor-of-french/
2.5 Assistant Professor of Comparative Literature, Brown University
Assistant Professor of Comparative Literature
Employer
The Department of Comparative Literature, Brown University
Location
Providence, Rhode Island (US)
Salary
TBA
Position type
Organization type
Languages
Field
Employment category
Job Details
The Department of Comparative Literature of Brown University invites applications for an assistant professorship in nineteenth- and early twentieth-century French and/or Francophone and Comparative Literature, to begin July 1, 2027. Applicants will have been trained not only in French and/or Francophone literature but also in a comparable literary tradition in another language. While the language and period of the second literature are open, candidates should justify their comparative focus in their applications.
Applicants should hold or be on the cusp of attaining a Ph.D. in the fields of Comparative Literature, French and/or Francophone Literature, or a related field, with expertise in nineteenth-century French literature. Applicants must demonstrate excellence in scholarship and teaching, and a professional-level command of at least two languages; in particular, applicants must demonstrate a responsible knowledge of the French/Francophone novel from about 1820 to about 1920. Applicants should also have expertise in a second literary tradition, and their scholarship should be comparative in nature.
Applicants should submit a cover letter, CV, dissertation abstract, an article-length sample of scholarly writing, teaching statement, and three letters of recommendation. The cover letter should justify their comparative focus, and address how the applicant would contribute to the research and teaching missions of our diverse and inclusive university community. The Ph.D. is to be completed by the time of employment. Applicants must apply online to: apply.interfolio.com/192585. To be assured of full consideration, applications must be received by December 1, 2026.
2.6 27-40 Tenure-Track Assistant Professor of French and Languages, West Chester University
27-40 Tenure-Track Assistant Professor of French and Languages
Employer
West Chester University
Location
West Chester, Pennsylvania
Salary
Not specified
Position type
Organization type
Languages
Italian, Japanese, French, Germanic, Russian, Spanish
Employment category
Tenure Status
Job Details
27-40 Tenure-Track Assistant Professor of French and Languages
Position Summary
Join a vibrant equity-minded campus community whose excellence is reflected in its community, cultural engagement, and student success. The Department of Languages and Cultures invites applicants for a full-time, tenure-track, Assistant Professor of French and Languages. The position begins in August 2027.
West Chester University (WCU), a member of the Pennsylvania State System of Higher Education, is a public, comprehensive institution committed to offering high-quality undergraduate education, selected post-baccalaureate and graduate programs, and a variety of educational and cultural resources for its students, alumni, and citizens of southeastern Pennsylvania. The University offers more than 100 graduate and undergraduate programs in the sciences and mathematics, business and public management, arts and humanities, health sciences, education and social work, music, and interdisciplinary studies. We are a community of educators dedicated to developing graduates who succeed personally and professionally and contribute to the common good.
The Department of Languages and Cultures is dedicated to the teaching of languages and the preparation of language-teaching professionals to be knowledgeable in the facts and issues that inform second language education. As part of this dedication, we promote student and community understanding of the languages that we teach and the cultures that these languages represent. We are a community of teacher-scholars dedicated to excellence in teaching, scholarship, and service to local and global communities. Learn more about West Chester University’s Language Programs.
The faculty member will teach a range of courses, including undergraduate courses in the French program, first year experience courses, course about French culture (taught in English) and potentially beginning and intermediate language courses in one other language (Italian, German, Spanish, Russian, or Japanese). Courses are primarily offered in-person during the day and evening. Some online teaching may also be assigned. The ideal candidate will use innovative and up-to-date teaching skills and demonstrate attention to the learning and teaching needs of the department’s students. The candidate’s experience, expertise, and specialized training will strengthen departmental and campus-wide efforts. The successful candidate will join the French program in a diverse department committed to student success. The successful candidate will be expected to complete a distance education training program within the first two years of employment.
Responsibilities include:
- Teach undergraduate French language courses and/or graduate courses in French and Francophone literature, culture, and linguistics. Teach undergraduate level French and Francophone culture courses in English. Teach beginning and intermediate courses in one other language (German, Italian, Japanese, Russian, or Spanish). Possibly teach first year experience courses for the general education program, if needed. Additional courses within area(s) of specialization may be assigned based on department needs.
- Engage in scholarly activities such as research, presentations, and publications
- Serve the Department, College, University, and the community through participation in various committees
- Mentor and advise students
- Perform other duties as assigned
Minimum Qualifications
- A doctorate degree in French, Modern Languages, Linguistics, Educational Leadership, Education, Literature, Theater/Performing Arts, or closely related field. ABD may be considered, but doctorate must be completed by start of work date.
- Native or near native proficiency in French plus one other language taught in the department (German, Italian, Japanese, Russian, or Spanish)
- Active participation in research and/or scholarly activity
- Experience teaching French as a second language, and upper division content courses in French
Preferred Qualifications
- Experience teaching beginning or intermediate courses in one other language besides French and English, at the college level; and/or
- Experience teaching first year experience courses; and/or
- Experience teaching French culture courses in English; and/or
- A generalist with additional specialization in one or more of the following: French linguistics, Francophone studies, or French Literature
Special Instructions
West Chester University of Pennsylvania offers highly competitive salaries and excellent benefits(Download PDF reader).
Apply online at https://www.schooljobs.com/careers/wcupa/jobs/5480850/27-40-tenure-track-assistant-professor-of-french-and-languages?pagetype=jobOpportunitiesJobs. Incomplete applications will not be reviewed.
Review of applications will begin October 15, 2026 and continue until the position is filled. Compliant with applicable collective bargaining agreement, this advertisement may be closed without notice upon receipt of a sufficient pool of qualified candidates.
Applicants must successfully complete the application and interview process to be considered a finalist.
Required Documents for Consideration
To be considered as an applicant for this position, in addition to the application form, please submit the following:
- Cover Letter/Letter of Interest
- Curriculum Vitae
- Statement of teaching philosophy
- Sample publication, a written piece prepared for publication, or a sample of your dissertation
- Evidence of teaching effectiveness, as proven by student evaluations (if available) and/or other documentation
- List of three references with contact information (Name, email, and telephone number). References will be electronically contacted for letter of reference.
- Unofficial transcript (official transcripts will be required prior to hire)
- Service Statement (See below) – will be requested a later date
WCU GRADUATES WILL:
- Apply scientific reasoning and demonstrate quantitative and qualitative literacy
- Collaborate with others to solve problems and address societal needs
- Communicate effectively and participate in civic discourse
- Engage inclusively in a diverse society
- Understand the ethical implications of decisions and the world in which they live
INSTITUTIONAL GOALS:
To fulfill its mission as a public institution serving the Commonwealth, West Chester University will focus on student success and institutional improvement as measured by the degree to which WCU demonstrates:
- Access to learning
- Community and cultural engagement
- Continuous improvement
- Critical thinking
- Inclusion
- Scholarly and creative activities
- Sustainability
Given this, please select from one of the prompts below to create a service statement (no more than 1 page)
Engagement with the Campus Community
- Describe your efforts to create an inclusive and supportive campus environment for all students, faculty, and staff. How have you contributed to fostering a sense of belonging in your department or institution?
Mentorship and Student Support
- How have you worked to support and mentor students with a wide range of backgrounds, experiences, and perspectives? Share specific examples of how you have helped students navigate challenges in their academic or professional journeys.
Outreach and Community Involvement
- Discuss your experiences working with community organizations, schools, or educational programs that aim to expand access to higher education. How have you helped ensure broader participation in your field?
Pedagogical and Curricular Contributions
- How have you contributed to developing curricula, programs, or initiatives that are accessible and relevant to a broad range of students? Provide examples of how you have designed or implemented courses that engage with multiple perspectives.
Professional Development and Collaboration
- Reflect on your participation in initiatives, committees, or professional development activities that aim to create a welcoming academic environment. How have you collaborated with colleagues to enhance student success and engagement?
Research and Scholarship Impact
- In what ways has your research or scholarly work contributed to increasing opportunities, perspectives, and voices in your field? Describe any projects or initiatives aimed at broadening participation, access or engagement.
All offers of employment are subject to and contingent upon satisfactory completion of all preemployment criminal background checks.
Developing and sustaining a diverse faculty and staff advances West Chester University’s educational mission. West Chester University is an Affirmative Action – Equal Opportunity Employer.
CAMPUS SECURITY CRIME STATISTICS
Pursuant to the Jeanne Clery Campus Safety Act and Act 73 of 1988, West Chester University publishes a combined Annual Security and Fire Safety Report (ASFSR). The ASFSR includes crime statistics and institutional policies concerning campus security, such as those concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. The ASFSR is available for review on the Public Safety website.
Source : https://joblist.mla.org/job/2001370/27-40-tenure-track-assistant-professor-of-french-and-languages/
2.7 Assistant Professor of French Language and Culture, Soka University
Assistant Professor of French Language and Culture
Employer
Location
Aliso Viejo, California
Salary
$86,000 – $92,000
Position type
Organization type
Languages
Employment category
Tenure Status
Job Details
The Language & Culture Program at Soka University of America (SUA) invites applications for a full-time, tenure-track position as Assistant Professor of French Language and Culture beginning August 1, 2027.
We seek a scholar of French and Francophone literatures and cultures whose teaching and research complement and strengthen the French curriculum. Candidates whose work engages one or more Francophone regions, including the Caribbean, Sub-Saharan Africa, and the Maghreb, and from related fields, including interdisciplinary and comparative approaches, are encouraged to apply.
The successful candidate will demonstrate their ability to excite and engage classes of 16 or fewer students, to develop a productive program of research and scholarship, and to engage in service. The position favors candidates with an interest in interdisciplinary teaching and research.
Responsibilities
The successful candidate will teach French language courses at all levels as well as upper-division courses in French and Francophone literature and culture. In addition, they will also teach in our interdisciplinary General Education (GE) program, for example, Core 1, Core 2, Modes of Inquiry, Introduction to the Pacific Basin, American Experience, and/or Learning Cluster (see our Undergraduate Catalog). The teaching load at SUA is five courses per year, typically four courses in French language and culture and one GE courses.
The successful candidate will demonstrate a strong background in teaching and scholarship as well as evidence of ongoing research activity, and should describe a plan to maintain an active research program. SUA provides resources to support faculty research year-round through institutional research funds and with undergraduate student research assistantships.
Candidates should demonstrate responsiveness toward and understanding of diverse student backgrounds. The successful candidate will demonstrate a commitment to the university’s mission to develop global citizens. Having the ability and willingness to work collegially is essential, as is an understanding of our interdisciplinary liberal arts curriculum.
Candidates should demonstrate both a record of and a commitment to meaningful service to their profession and to the university community
Qualifications
Candidates must hold a Ph.D. in French, Francophone Studies, Comparative Literature, or a closely related field by the start date of the appointment.
Native or near-native proficiency in French and the ability to teach effectively in English are required.
The successful candidate will demonstrate a strong commitment to undergraduate teaching in a small liberal arts environment, maintain an active program of scholarly research, contribute to the intellectual life of the Language & Culture Program, participate in service to the University and the profession, and demonstrate the ability to teach and advise students from diverse linguistic, cultural, and educational backgrounds.
Soka University of America
Soka University of America (SUA) located in Aliso Viejo, California, is a private, non-sectarian liberal arts college founded on the values of peace, human rights, and the sanctity of life. It offers a unique and global Bachelor of Arts in Liberal Arts degree with five Concentrations, and has a commitment to fostering a learning environment that emphasizes critical thinking, creativity, and intercultural understanding. SUA’s small and multinational student body, approximately 450 undergraduates, ensures personalized attention and a close-knit academic community. The university’s curriculum is rooted in the liberal arts tradition and incorporates a strong international perspective, requiring students to study abroad for a semester. Faculty members at SUA have the opportunity to engage in interdisciplinary teaching and research, supported by state-of-the-art facilities and a strong commitment to faculty development and academic freedom. The campus is known for its beautiful architecture, serene environment, and a culture that values dialogue, diversity, and the holistic development of its students.
Soka University is committed to a dynamic teaching pedagogy that prioritizes active learning through experiential projects, group discussions, and real-world applications. We place a strong emphasis on inclusive pedagogy, fostering a classroom environment where students from diverse backgrounds feel acknowledged, respected, and empowered. Our instructional approach aims to not only disseminate knowledge but also to cultivate critical thinkers and compassionate leaders.
Application Instructions
Applicants should submit the following materials: (1) Letter of application addressing the required qualifications; (2) A Curriculum vitae; (3) Evidence of teaching effectiveness; (4) A teaching statement that describes their teaching experience in relevant courses, specifically a philosophy that should reflect how the candidate would address teaching needs in a liberal arts environment and address diverse backgrounds and viewpoints; (5) A statement of research interests and plan; and (6) Contact information for three references. Letters of recommendation will be requested prior to interviews through the Interfolio platform.
Employment Eligibility
Employment is contingent upon the completion of a successful background check.
Candidates must be authorized to work in the United States. In accordance with federal law, all new employees must complete Form I-9 on their first day of employment and provide documentation verifying identity and authorization to work in the United States. Acceptable documents are listed at: https://www.uscis.gov/i-9-central/form-i-9-acceptable-documents.
Benefits and Salary: SUA offers an excellent benefits package for full-time faculty that includes medical, dental, vision, retirement, dependent tuition remission, and faculty home loans. The salary range for this position is $86,000 – $92,000 and will be commensurate with qualifications and experience.
Review of applications will begin on October 19, 2026, and continue until the position is filled.
Please apply by submitting your application through Interfolio using this link:
Apply for the Assistant Professor of French Language and Culture Position
For inquiries, e-mail: facultyrecruiting@soka.edu
Soka University of America is an equal opportunity employer.
2.8 1-year Visiting Assistant Professor Position in French and Francophone Studies, Colby College
Colby College 1-year Visiting Assistant Professor Position in French and Francophone Studies
Employer
Colby College Francophone Studies Department
Location
Waterville, Maine
Salary
The anticipated salary range for this position is $82,800 to $86,800, commensurate with rank, experience, qualifications, and other relevant factors.
Position type
Organization type
Languages
Field
Employment category
Tenure Status
Job Details
Visiting Assistant Professor Position in French and Francophone Studies
Colby College
The Department of French and Italian Studies is seeking a Visiting Assistant Professor in Francophone Studies for a one-year position to begin July 1st, 2027. PhD expected.
The successful candidate will be part of an energetic department committed to providing the best liberal arts education to talented undergraduates. We seek a teacher-scholar with extensive experience teaching across the curriculum and working with a diverse student body. The area of specialization is open; preference given to candidates specializing in the literatures and/or the cultures of the Francophone Americas, which include Quebec, North America and the French Caribbean, as well as, potentially, one or more of the following regions: the Indian Ocean, the Pacific Islands, North Africa, or the Middle East and their diasporas.
We seek candidates whose research interests complement those already represented among the department’s French faculty while also expanding and diversifying our curricular offerings. Areas of research specialization may include interdisciplinary fields such as visual culture, cultural history, gender studies, ecocriticism, medical humanities, Atlantic studies, island studies, Indigenous studies and disability studies among others.This one-year Visiting Assistant position carries a teaching load of five courses at the beginning, intermediate, and advanced levels. Candidates must have a native or near-native fluency in French and English, as well as a strong commitment to teaching all levels of French language.
Applicants should submit the following: cover letter describing how their research interests and teaching experience speak to the job description, curriculum vitae, three confidential letters of recommendation, a one-page statement of teaching philosophy, two full sets of course evaluations, and a representative sample of current scholarship (not to exceed 25 pages) via Interfolio at the following link, X. Review of applications will begin November 15th, 2026, and will continue until the position is filled. Address all inquiries to Valerie M. Dionne (vmdionne@colby.edu), Chair of French Search Committee.
The anticipated salary range for this position is $82,800 to $86,800, commensurate with rank, experience, qualifications, and other relevant factors.
Colby is a private, coeducational liberal arts college that admits students and makes personnel decisions on the basis of the individual’s qualifications to contribute to Colby’s educational objectives and institutional needs. The principle of not discriminating on the basis of race, color, age, sex, sexual orientation, gender identity or expression, religion, caste, national or ethnic origin, marital status, genetic information, political beliefs, veteran or military status, parental status, pregnancy, childbirth or related medical conditions, physical or mental disability unrelated to the job or course of study requirements is consistent with the mission of a liberal arts college and the law.
2.9 Assistant Professor of French, Columbia University in the City of New York
Assistant Professor of French
Employer
French Department, Columbia University in the City of New York
Location
New York City, New York
Salary
$100,000 – $110,000
Position type
Organization type
Languages
Employment category
Tenure Status
Job Details
The Department of French seeks to appoint an Assistant Professor in the field of Caribbean and/or African Francophone literature and culture. The successful candidate will have deep knowledge of the literature, thought, and culture associated with one or both regions. A research focus on the twentieth and/or twenty-first centuries is preferred. Expertise in subfields including ecocriticism, film, new media, digital humanities, theater and performance, critical theory/philosophy, or gender and sexuality studies is highly desirable.
The search committee will consider candidates with a PhD in disciplines other than French literature, but fluency in French is required. The PhD must be conferred by July 1, 2027.
The tenure-track professor will usually teach four courses a year at both the undergraduate and graduate levels, including courses required for Columbia’s Core Curriculum. Demonstrated excellence in teaching and a strong commitment to student advising and participation in departmental initiatives are crucial.
Source: https://joblist.mla.org/job/2001348/assistant-professor-of-french/?LinkSource=PremiumListing
2.10 Visiting Assistant Professor of French, Berry College
Visiting Assistant Professor of French
Employer
Berry College
Location
Mount Berry, Georgia
Salary
N/A
Position type
Organization type
Languages
Field
Employment category
Job Details
The Department of World Languages and Cultures at Berry College invites applications for a visiting assistant professor of French to begin in August 2027. The ideal candidate will have experience and enthusiasm for teaching lower- and intermediate-level courses in the college setting as well as an ability to teach upper-level courses in literature, French cinema and culture, and/or linguistics, etc. This is a two-year visiting appointment with the possibility of extending to a third year.
The department is committed to providing students with the opportunity of becoming proficient in the languages, literatures and cultures of the languages it offers, and to gain cross- and intercultural competency and global awareness. It seeks to graduate majors and minors with advanced communicative skills in speaking, listening, reading, and writing, cultural knowledge of other countries, and a sophisticated understanding of the problems and promises that a globalized world presents. The department also boasts graduates who have won numerous prestigious fellowships, such as the Fulbright and the Critical Language Scholarship.
Requirements:
Applicants must hold a Ph.D. in French or a closely related field, and candidates who are currently ABD should earn their Ph.D. by the date of employment.
In order to apply for this position, please visit our official website.
Source: https://joblist.mla.org/job/2001334/visiting-assistant-professor-of-french/
2.11 Visiting Lecturer, Spanish and French, Bentley University
Visiting Lecturer, Spanish and French
Employer
Bentley University
Location
Waltham, Massachusetts (US)
Salary
$68,036 – $92,049
Position type
Organization type
Languages
Employment category
Job Details
Position Title: Visiting Lecturer, Spanish and French
Req ID: R0006241
Time Type: Full time
Location: Waltham, MA
Description:
Job Description Summary
The department of Modern Languages (ML) at Bentley University seeks outstanding candidates for a one-semester Visiting Lecturer position in Spanish and French for Spring 2027, with possibilities of renewal.
Bentley is committed to the teacher-scholar model where teaching, scholarship, service, and community engagement are expected and valued. We seek qualified faculty who represent diverse backgrounds, interests and talents and share a commitment to high ethical standards and a willingness to embrace challenge and change.
In addition to a variety of language electives, the ML Department offers the Language, Culture, and Business (LCB) major, as well as language minors (Chinese, French, Italian, Spanish), and Spanish for Business. The Department actively engages with students outside the classroom through the Center for Language and International Collaboration (CLIC). We also work closely with the Office of International Education.
Bentley University, located in suburban Boston, is an AACSB and NECHE accredited institution that enrolls approximately 5,500 students at the undergraduate, graduate, and doctoral levels. Bentley is ranked at or near the top in several categories by US News & World Report, including Best Regional Universities North and Most Innovative Schools, with Bloomberg ranking Bentley in the top 20 undergraduate business programs. Bentley’s high graduation and retention rates and top-ranked Pulsifer Career Center reflects a commitment to student success and inclusiveness. With a strong faculty of teacher-scholars, Bentley strives to be a “Force for Good” through the integration of business with the arts and sciences, and a strong emphasis on ethics and social responsibility. Providing a stimulating academic community for faculty, staff, and students, Bentley supports its faculty as they pursue cutting-edge research and bring their expertise and real world understanding into the classroom.
Job Description Summary
The successful candidate must demonstrate a commitment to world language teaching, possess native or near-native fluency in Spanish and French, and hold at a minimum a master’s degree. We seek individuals committed to innovative language and culture teaching practices. Lecturers in the Modern Languages Department regularly have an assignment of four (4) courses per semester, typically teaching beginning and intermediate language courses, in addition to a service component such as course coordination, or other departmental services related to the position.
We seek a candidate whose main focus is language pedagogy or a closely related field and will emphasize applying the latest methods and practices in L2 pedagogy, Heritage Learners, and SLA (such as task-based activities) to coordinate and enhance our LCB major.
Criteria for selection include a) an ability to teach Spanish and French, b) proven effective teaching of both languages at all levels, especially beginning and intermediate, and c) native or near-native linguistic proficiency in both Spanish and French.
Minimum Qualifications
M.A. or Ph.D. in French or Spanish by the time of appointment. Candidates should possess a minimum of two years of university-level teaching experience and demonstrate a deep commitment to excellence in teaching at the undergraduate level. Candidates must be eager to work in a department with a tradition of teamwork, teaching, advising, and service. Additionally, candidates must have native or near-native proficiency in Spanish, French, and English, and be willing to teach in any of those languages.
Special Instructions to Applicants:
For full consideration, candidates should submit the following as part of the application:
• Curriculum Vitae
• Cover letter highlighting desired qualifications for the position and specific interest in Bentley and its Modern Languages department.
• A Teaching Statement, which should include a description of how the candidate has demonstrated or intends to create and support an inclusive classroom environment.
For additional information about this position, please contact the Chair of the Modern Languages Department Christian Rubio (crubio@bentley.edu).
For best consideration, please apply by September 20.
Pay Transparency:
At Bentley we offer a “total rewards” package designed to attract, motivate, retain, and reward our employees. This includes competitive compensation, robust benefits, career development and opportunities, generous paid time off, workplace flexibility and a positive, engaging employee experience. In alignment with the Massachusetts Pay Transparency Act and our commitment to equity and transparency, we’re sharing the salary grade range for this role. The grade range is based on market data and the scope of responsibilities. Final pay will depend on your experience, education, and other relevant qualifications.
Salary Ranges (depending on rank, qualifications and experience):
• Visiting Lecturer: $68,036 – $92,049
If you have questions about the salary grade range or need additional information, please contact us at GA_HR_Employment@bentley.edu.
Bentley University requires references checks and may conduct other pre-employment screening.
DIVERSITY STATEMENT
Bentley University strives to create a campus community that welcomes the exchange of ideas, and fosters a culture that values differences and views them as a strength in our community.
Bentley University is an Equal Opportunity Employer, building strength through diversity. The University is committed to building a community of talented students, faculty and staff who reflect the diversity of global business. We strongly encourage applications from persons from underrepresented groups, individuals with disabilities, covered veterans and those with diverse experiences and backgrounds.
Apply Here: https://www.click2apply.net/EDjK2wIW5J2wqUl7quXQE8
PI286950851
Source : https://joblist.mla.org/job/2001331/visiting-lecturer-spanish-and-french/
2.12 Assistant Professor of French, University of Virginia
Assistant Professor of French
Employer
University of Virginia
Location
Charlottesville, Virginia
Salary
Not specified
Position type
Organization type
Languages
Field
Cultural studies, Gender and women’s studies, Interdisciplinary, Technology and digital media, Humanities, Language teaching, Literature, non-English, Literature, multicultural
Employment category
Tenure Status
Job Details
Description
The Department of French at the University of Virginia invites applications for a tenure-track Assistant Professor whose scholarship is anchored in French and francophone global literature and culture from 1500-1700. Deeply committed to multidisciplinarity and innovative teaching, the department seeks a new colleague whose work challenges temporal and geographic boundaries while engaging with broad areas of humanistic inquiry, such as race and religion, nation and empire; the history of the book and digital humanities; ecocriticism and environmental humanities; gender and LGBTQ+ studies; or performance studies. The successful candidate will be someone able to foster ties with colleagues working in other departments and with interdepartmental units and programs, such as the graduate certificates in Premodern Cultures and Communities, Digital Humanities, and Women, Gender and Sexuality; the Islamic Worlds Initiative; or the School of Data Science.
Qualifications
Candidates must demonstrate a rigorous scholarly research agenda and promise of a strong publication record. They must also have relevant skills and experience preparing them to be an outstanding graduate and undergraduate teacher and mentor, and to contribute to the goals of the University and the scholarly life of the Department of French. The standard teaching load is two courses per semester. Native or near-native fluency in French and English is required. Applicants must have earned a Ph.D. or equivalent terminal degree in the relevant field by the appointment start date of August 10, 2027.
Application Instructions
Visit https://apply.interfolio.com/192507 to apply. Applications must be received by November 1, 2026. We will only consider complete applications.
To apply, candidates must submit the following through Interfolio:
(1) A cover letter that describes the candidate’s research agenda and teaching interests and experience
(2) A current CV
(3) A writing sample of no longer than 6000 words
(4) The names of three professional references.
Select candidates will be asked to upload letters of recommendation at a later date.
Questions about this position should be directed to Professor Deborah McGrady, Chair of the Search Committee, at dlm4z@virginia.edu. Questions about the application process should be directed to Melanie Sponaugle, unw5dq@virginia.edu. The university will perform background checks on all new hires prior to making a final offer of employment.
Application Process
This institution is using Interfolio’s Faculty Search to conduct this search. Applicants to this position receive a free Dossier account and can send all application materials, including confidential letters of recommendation, free of charge.
Equal Employment Opportunity Statement
The University of Virginia is an equal opportunity employer. All interested persons are encouraged to apply, including veterans and individuals with disabilities. Learn more about UVA’s commitment to non-discrimination and equal opportunity employment.
The University of Virginia offers confidential Dual Career Services to partners of incoming faculty candidates. To learn more, please visit dualcareer.virginia.edu
Source : https://joblist.mla.org/job/2001327/assistant-professor-of-french/
2.13 Assistant Professor of Modern Languages and Literatures – French, Trinity University (San Antonio, Texas)
Assistant Professor of Modern Languages and Literatures – French
Employer
Trinity University (San Antonio, Texas)
Location
San Antonio, Texas
Salary
Based on Experience
Position type
Organization type
Languages
Employment category
Job Details
The Department of Modern Languages and Literatures at Trinity University (San Antonio, Texas) invites applications for the tenure-track position of Assistant Professor of French Studies.
The successful applicant will hold a Ph.D. in French or closely related fields, such as Francophone Studies, Comparative Literature, Transnational or Diaspora Studies, and demonstrate a clear expertise in French speaking Northern/Sub-Saharan African, or Caribbean, literatures and cultures. The successful applicant will also showcase the ability and desire to teach French at all levels, including French for professional purposes (such as French for business or French for diplomacy), and to take part in Trinity’s newly established summer abroad program in Aix-en-Provence, as an example of service to the Department and the University. Lastly, the ideal candidate will welcome the possibility of research and teaching collaboration(s) across the University, and be open to teach interdisciplinary, cross listed courses in English on an as-needed basis.
The regular teaching load for this position is five courses per year (2/3 or 3/2), with a course reduction during the first year, all at the undergraduate level.
BACKGROUND
Trinity University is a secular, independent, private institution, founded in 1869. Trinity offers high-quality science, liberal arts, and pre-professional programs as represented by the four schools (STEM, Arts & Humanities, Social Science and Civic Engagement, and Business) to approximately 2,500 undergraduate students from the U.S. and more than 45 countries. The attractive campus overlooks downtown San Antonio, a city rich in heritage and ethnic diversity. Additional information can be found on the Resource Guide to Trinity & San Antonio.
See the following links for information about Trinity’s curriculum, including the First-Year Experience, experiential learning, and faculty-led study-abroad programs.
The Carlos Alvarez School of Arts and Humanities, endowed with a gift of $25 million, is at the center of Trinity’s liberal arts education. Faculty are international leaders in their respective fields, creating engaged learning experiences grounded in careful study of tradition, critical thinking, clear communication, and creative expression.
The Department of Modern Languages and Literatures (ML&L) is the largest and most ethnically diverse academic unit at Trinity University. It offers majors in five languages (Chinese, French, German, Russian, Spanish), in Global Latinx Studies, a minor in Comparative Literature as well as beginning and intermediate Italian and Japanese language courses. ML&L takes pride in offering various opportunities for our students to study abroad, conduct research, and partake in experiential learning experiences. We work closely with the Mexico, the Americas, and Spain (MAS), the East Asian Studies at Trinity (EAST) programs, and the City of San Antonio.
Both the Department of Modern Languages and Literatures and the University as a whole value and safeguard academic freedom for faculty members in their teaching and scholarship. Trinity is guided by a set of core values and is committed to implementing practices in pursuit of an inclusive campus for all students, faculty, and staff to feel welcomed and engaged in a community of learning.
DUTIES AND RESPONSIBILITIES
- Demonstrate a strong commitment to language teaching and pedagogy, as well as the ability to offer rigorous and creative courses for the French Studies curriculum at the beginner, intermediate, and advanced levels, including French for professional purposes (business, diplomacy, teaching).
- Present an active research agenda with a clear focus on Francophone literature and/or cultures, e.g. Northern/Sub-Saharan Africa, the Caribbean, etc. Note that interdisciplinary research is strongly encouraged.
- Support the French Studies program, the Department of Modern Languages and Literatures, and the Carlos Alvarez School of Arts and Humanities by collaborating closely with its faculty, which includes participating in our summer abroad program in Aix-en-Provence.
- Be able to develop interdisciplinary courses in English to teach cross listed courses in such areas as Women’s and Gender Studies, Black Studies, Comparative Literature, International Studies, Environmental Humanities, and Trinity’s First-Year Experience, in order to promote Trinity’s Pathways curriculum.
- Be fluent (native or near native) in both French and English; we welcome all varieties of French and English spoken around the world.
APPOINTMENT DETAILS
This position will be a 9-month appointment (9 or 12 month disbursement) starting in August 2027.
QUALIFICATIONS
EDUCATION
Required:
Ph.D in French or Francophone Studies (or closely related areas) by the start of the appointment
EXPERIENCE
Required:
- Teaching experience in French at the undergraduate level.
- Ongoing research agenda in relevant fields of Francophone literature and cultures.
Preferred:
- Teaching experience in French at all undergraduate levels (beginner, intermediate and/or advanced), and experience teaching French for professional purposes.
- Study abroad experience.
KNOWLEDGE/SKILLS/ABILITIES
Native or near native fluency in both French and English
ATTENDANCE
This position is not remote.
HOW TO APPLY
For internal applicants, please apply through Workday using the ‘Jobs Hub’ application, see instructions provided here.
For external applicants, when starting the application, select “Apply Manually.” Only complete fields with a red asterisk, which are required. Please create your Workday application account using a personal email address, as you will need to maintain access to this account throughout the pre-hire process, if selected.
For all applicants, you do not need to complete the “(Work) Experience,” “Education,” “Certifications,” or “Languages” fields – these details will be provided in your curriculum vitae.
In the “Application Documents” field, please upload the following as seen below.
Each as a separate pdf file [note: a maximum of five (5) files can be uploaded]:
File 1: Letter of application.
File 2: Curriculum Vitae, with contact information for three letters of reference
File 3: Teaching evaluations (all levels). ]
File 4: Writing sample (article or chapter-length) in French or English from the applicant’s dissertation or peer-reviewed publication (scientific journal or edited volume).
File 5: Intentional inclusion statement – Intentional Inclusion is a core value at Trinity University. Please provide a brief (1-2 page) reflection on the ways that you might contribute to cultivating an environment where people feel welcomed, respected, and empowered to reach their full potential. Provide examples of how that relates to your teaching, research/scholarship and other professional activities.
A maximum of three references may be requested from candidates at a later stage of the search process.
The application deadline is October 16, 2026. Late applications will not be considered.
CONTACT INFORMATION
Please email any questions you may have to Dr. Maxence Leconte, Chair of the search committee: mllsearch@trinity.edu.
Please ensure that all required documents are uploaded prior to submitting an application. If you have revisions needed to an application already submitted or need help submitting an application, please contact Human Resources at 210-999-7803 or email humanresources@trinity.edu.
Source : https://joblist.mla.org/job/2001235/assistant-professor-of-modern-languages-and-literatures-french/
2.14 Open Rank Teaching Faculty Position in Instructional French, Georgetown University in Qatar (GU-Q)
Open Rank Teaching Faculty Position in Instructional French
Georgetown University in Qatar (GU-Q) – Walsh School of Foreign Service
| Location: | Al-Rayyan – Qatar |
| Salary: | Highly competitive compensation package |
| Hours: | Full Time |
| Contract Type: | Permanent |
| Placed On: | 17th September 2026 |
| Expires: | 16th November 2026 |
Georgetown University in Qatar (GU-Q) invites applications for one (1) open-rank teaching faculty position in Instructional French.
The successful candidate will have native or near-native proficiency in French, an advanced command of English, and an M.A. or Ph.D. in applied linguistics, FLE (Teaching French as a Foreign Language), SLA (Second Language Acquisition), or a related field, with expertise in French language and linguistics, as well as pedagogy.
The successful candidate will demonstrate excellence in teaching French at all levels. They will also have a record of effective instruction in skill-based courses (e.g., Academic Writing) and in leading co-curricular and experiential learning activities that support French language development. Familiarity with the Common European Framework of Reference for Languages (CEFR) and its proficiency benchmarks would be an advantage.
Academic Environment and Faculty Support
Teaching Faculty teach three courses (or 9 credit hours) per semester (a 3-3 load), supported by best-in-class instructional infrastructure. To advance faculty scholarship and professional development, GU-Q provides:
- Access to GU-Q faculty research funds.
- Eligibility for funding through the Qatar Research, Development, and Innovation Council (QRDI).
- Eligibility to apply for a summer research supplement equivalent to 2/9 of base salary.
- Generous conference travel funding and professional development resources.
Compensation and Benefits
GU-Q offers a highly competitive compensation package by U.S. academic standards, along with an exceptional expatriate benefits package that includes:
- Fully furnished, high-quality housing.
- Transportation allowance.
- Annual family home leave.
- Worldwide health insurance coverage.
- Private school tuition support for accompanying children.
- Additional relocation and onboarding assistance.
About Georgetown University in Qatar
GU-Q was established in 2005 alongside other elite international universities in Education City, in partnership with Qatar Foundation. GU-Q is an integral part of Georgetown University, delivering the renowned School of Foreign Service’s Bachelor of Science in Foreign Service degree. Ranked first in the world in international relations by Foreign Policy magazine, this liberal arts program offers majors in International Politics, International History, Culture and Politics, International Economics, and Science, Technology, and International Affairs. The degree is awarded by Georgetown University in Washington, D.C. GU-Q is a research-focused, student-oriented institution with a globally competitive research and publications record. GU-Q values interdisciplinarity, and its faculty and students benefit from the opportunities offered by the wider academic ecosystem of Education City. For more information on GU-Q, see https://www.qatar.georgetown.edu.
Life in Qatar
Qatar offers a diverse, family-friendly living environment, with the cultural, educational, and recreational resources of a major global city. Public parks, beaches, sports facilities (including Education City’s extensive sports venues), museums, cafes, and restaurants abound, and a state-of-the-art metro system connects all parts of Doha and nearby locations. While the early months of 2026 brought instability to the region, Doha remains one of the safest cities in the world, and Qatar continues to rank highly in the Global Peace Index. This short video offers a glimpse of what it is like to teach and live in Qatar.
Application Process
Review of applications will begin on October 1, 2026, and continue until the position is filled.
For more information about the position and to apply, please click the ‘Apply’ button
Georgetown University is an Equal Opportunity Employer.
Source : https://www.jobs.ac.uk/job/DSU578/open-rank-teaching-faculty-position-in-instructional-french
2.15 Assistant Professor (Tenure Track)/Associate Professor in French and Francophone Communication, Aarhus
Assistant Professor (Tenure Track)/Associate Professor in French and Francophone Communication
Aarhus University – Department of German and Romance Languages
| Location: | Aarhus – Denmark |
| Salary: | Competitive |
| Hours: | Full Time |
| Contract Type: | Fixed-Term/Contract |
| Placed On: | 6th September 2026 |
| Closes: | 1st November 2026 |
The School of Communication and Culture at Aarhus University invites applications for the position of assistant professor (tenure track) or associate professor in French and Francophone communication, based in the Department of German and Romance Languages.
The tenure-track assistant professorship is a full-time, fixed-term appointment of five years, with a view to permanent employment as a tenured associate professor, typically within three to five years. Further information on attaining tenure is provided in the section ‘Tenure review and the tenure-track assistant professorship’ below.
The associate professorship is full-time and tenured.
Applicants must state which category of position they are applying for (tenure-track assistant professor or tenured associate professor). Applications in which this is not specified will not be considered.
The position begins on 1 January 2027 or as soon as possible thereafter.
The School of Communication and Culture is committed to diversity and encourages all qualified applicants to apply, regardless of their personal background.
The position
The Department of German and Romance Languages has a strong international research and teaching profile in the study of language, culture and cross-border communication. We are looking for an applicant who can contribute to and strengthen the development of the department’s research and teaching profiles in Francophone and international communication in French. The successful applicant will be expected to teach on the department’s bachelor’s and master’s degree programmes in Francophone and international communication in French, or in a closely related area.
In sum, we are looking for an innovative and dedicated applicant who will strengthen the research and teaching profiles of the department nationally and internationally, and who will contribute to Aarhus University’s core activities in the areas of research, teaching and supervision, talent development and knowledge exchange.
Research
The Department of German and Romance Languages at Aarhus University has a strong and well-established international profile and a dynamic research network.
The successful applicant will pursue research that explores the interaction between language, culture and communication in French-speaking contexts, including the ways in which meaning, identity and values are negotiated across cultural, institutional or linguistic boundaries. Possible areas of specialisation include communication in professional and societal contexts – such as sustainability and ESG communication, crisis and reputation management, or branding and identity – as well as intercultural encounters in Francophone societies, cultural transfer, narratives and representation, language and identity, translation and mediation, and the teaching and learning of French as a foreign language. Research that integrates theoretical, empirical and didactic approaches with humanistic and/or societal perspectives will be particularly welcome.
Given the increasing role of language technologies – including AI, corpus linguistics and digital communication tools – in professional and societal communication and in language education, it will be an advantage if the applicant is able to integrate these technologies and methods into research and teaching.
The successful applicant will be expected to develop research projects that result in peer-reviewed publications. The successful applicant will also be expected to engage actively in the department’s research community, collaborating with internal and external partners and contributing to applications for external research funding.
Deadline
1 November 2026
To apply for this role, please click on the ‘Apply‘ button above.
2.16 Associate Professor or Professor of Women, Gender & Sexuality Studies, University of Virginia
Associate Professor or Professor of Women, Gender & Sexuality Studies
in Charlottesville, VA
Type: Full-Time
University of Virginia: UVA Provost’s Office: College and Graduate School of Arts & Sciences: Women, Gender & Sexuality
Location: Charlottesville, VA
Description:
The Department of Women, Gender, and Sexuality (WGS) at the University of Virginia invites applications for a tenured appointment at the rank of Associate or Full Professor, beginning August 10, 2027, in the areas of gender and sexuality studies with specific expertise in Global Souths, Diasporas, Transnationalism, Migration studies, and/or the Islamic world. All disciplinary approaches are welcome, including scholars in the humanities. We especially encourage applications from scholars whose work brings feminist, queer, and/or WGS lenses to questions of religion, religious belonging, spirituality, and religious worlds, including but not limited to the diverse histories, cultures, intellectual traditions, and contemporary formations of Muslim communities across the globe. We also encourage applications from scholars who examine public health or justice and security, broadly conceived. We welcome scholars whose work is invested in the geographies, histories, and intellectual traditions of Africa, the Middle East, Asia, Latin America, the Caribbean, and/or the Pacific. The successful candidate will join a vibrant community of scholars comprising ten faculty in the Department of WGS which offers an undergraduate major and a graduate certificate. The teaching load is two courses per semester, and the duties include service to the department, the university and the profession.
Description:
Minimum qualifications.
To meet the minimum qualifications for this position, applicants should hold a PhD.
Preferred qualifications
We are seeking applicants with a strong publication record and an outstanding research program. Candidates should demonstrate prior excellence in teaching and mentorship of students and willingness to contribute to the goals of the University and the scholarly life of the Department of WGS. The ideal candidate will be committed to interdisciplinarity and able to effectively work with colleagues across various disciplines, subfields, and backgrounds. Candidates whose work would contribute to the conversation of UVA’s Islamic Worlds Initiative would be particularly welcome to apply.
2.17 Tenured Joint Position: Environmental Justice and the Humanities, University of Michigan
Tenured Joint Position: Environmental Justice and the Humanities
ALL APPLICATION MATERIALS MUST BE SUBMITTED THROUGH INTERFOLIO: https://apply.interfolio.com/192931
The Departments of Romance Languages and Literatures (RLL) and Anthropology in the College of Literature, Arts, and Science (LSA) at the University of Michigan invite applications for a tenured appointment at the rank of Associate or Full Professor to build and direct a new Mellon-funded interdisciplinary program promoting Environmental Justice and the Humanities, to begin August 25, 2027.
The program, called the Environmental Justice (EJ) + Humanities Hub, centers the investigation of important environmental questions using skills grounded in narrative, ethnography, and community. The strategy for catalyzing our humanities-driven approach builds on our current strengths in LSA, the School for Environment and Sustainability (SEAS), and the Program in the Environment (PitE), an undergraduate program that bridges SEAS and LSA. SEAS, LSA and PitE together have a rare combination of curriculum, expertise, and resources for supporting the EJ + Humanities Hub.
We are seeking candidates whose expertise bridges research in the environment with a Humanities or qualitative Social Science approach to Environmental Justice. We are especially interested in scholars pursuing community-engaged research on how people understand and relate to their environments. This could include narrative and storytelling, ethnography, archival research, documentary media, and multicultural dialogues concerning philosophy, politics, or ethics. They should have a proven record for developing and maintaining community-driven partnerships in the Global South, with a preference for Latin America and the Caribbean.
Applicants must demonstrate evidence of excellence in teaching and research. A Ph.D. in a relevant discipline is required prior to appointment. This is a university-year appointment with an expected start date of August 25, 2027. All application materials should be submitted online via this Interfolio link: https://apply.interfolio.com/192931.
Materials should include a cover letter describing the applicant’s research and teaching interests, a curriculum vitae, and statements of research and teaching. Additional materials, including three letters of recommendation, a writing sample, and evidence of teaching effectiveness, may be requested at a later stage. Employment will require both a successful criminal background check and an institutional reference check regarding any misconduct. Candidates will be required to submit a self-disclosure form as well as an authorization to release information form, and must meet all degree requirements prior to the start date of the position. The University of Michigan is supportive of the needs of dual career couples and is an Equal Opportunity Employer.
For any questions, please contact the executive assistant of the Department of Anthropology, Julie Winningham at anthro.exec.secretary@umich.edu. Reviews of materials will begin October 15 and end on October 30.
2.18 Research Assistant post (9 months, part-time), The Languages Gateway
Project: Universities sending Languages Ambassadors to schools
Closing date: 17:00 on Tuesday 6 October 2026
Thanks to generous support from the Council for the Defence of British Universities (CDBU), The Languages Gateway is seeking to appoint a part-time Research Assistant for its ‘Universities sending Languages Ambassadors to schools’ project.
The Research Assistant will be hosted by The Languages Gateway (TLG) <https://www.thelanguagesgateway.uk/> and supervised by the chair of the TLG working group on ambassadors (Prof. Neil Kenny) and the chair of the TLG editorial group (Dr Charlotte Ryland). Neil Kenny is a Fellow of the British Academy and former Lead Fellow for Languages at the BA. Charlotte Ryland is Founding Director of the Translation Exchange, based at the University of Oxford.
The Research Assistant will also liaise with the TLG project manager (Philip Harding-Esch), the Research Assistant on the TLG Collaborating for Change project (Dr Liam Johnston-McCondach), and a web developer.
Background
University education in modern languages is becoming less accessible to prospective applicants in general, and to disadvantaged ones in particular, because of the closure of numerous UK university modern languages departments and programmes, which has created regional cold spots in provision.
A major cause is the longstanding downturn in the uptake of languages in schools. Universities themselves have the potential to help increase the uptake of languages in schools, by sending trained ambassadors or mentors (especially undergraduates) to schools to advocate for languages, either in person or online. Some universities already do this. However, the overall languages outreach and advocacy capacity of universities has itself shrunk because of cuts. And schools in cold spots, where there is little or no HEI (Higher Education Institution) languages provision, are now deprived of languages outreach from local universities. There is untapped potential for universities to do more effective advocacy by joining forces. With this new project, The Languages Gateway is working to help realise that potential.
Aim
The aim of this project is to establish a UK-wide network of universities collaborating with each other to send student ambassadors to schools, in order to advocate for pupils to (a) choose languages at school; (b) consider applying to study languages at university.
The Research Assistant will play a key role in researching and implementing Phase 2 of this project. Phase 1, which has been completed, consisted of preparatory work conducted by volunteers: the preparation of a draft toolkit of curated resources for languages ambassadors to use, so that HEIs do not have to reinvent the wheel; and a survey questionnaire that has identified interested HEIs.
Post
The post is available from 2 November 2026, and will continue until 30 June 2027. It will be paid in the form of an honorarium totalling £7,500, in four instalments (after two, four, six, and eight months). We suggest that the postholder works
- 4 days (i.e. 30 hours) per month for the first 2 months, and then
- 6.5 days (i.e. 48.75 hours) per month for the next 6 months
But alternative working patterns might be possible to fit with existing commitments. Interested candidates are invited to consult Dr Charlotte Ryland and/or Prof. Neil Kenny (charlotte.ryland@queens.ox.ac.uk; neil.kenny@mod-langs.ox.ac.uk).
Detailed aims and outcomes
The project will
- bring together a group of universities that want to initiate or improve languages ambassador schemes;
- facilitate specific collaborations between groups of universities, so they can pool their ambassador-scheme efforts and target them better, with a focus on cold spots and disadvantaged pupils;
- provide training to those universities in how to initiate and run an effective languages ambassador scheme;
- provide a toolkit of curated resources for languages ambassadors to use, so that HEIs do not have to contemplate reinventing the wheel;
- collaborate with a web developer to upload that toolkit to the TLG website;
- help the HEIs align their languages-ambassador offer with demand in schools (locally in the case of in-person schemes, nationally in the case of online ones);
- produce a data-rich report on the role of university-led ambassador schemes in the UK languages advocacy landscape.
Post’s duties
The post’s duties will include
-
- preparing a list of languages outreach contacts in all UK HEIs (using partial lists that already exist), and putting the list in an easily updatable and customisable form;
- doing research from publicly available sources to align the existing expressions of interest from HEIs (cf. survey above) with other HEIs and with cold spots;
- convening and facilitating online meetings and training sessions for interested HEIs. The sessions themselves will be led by volunteers;
- providing to the relevant HEIs information that will help them align their offer with interested schools;
- getting the existing draft languages ambassador toolkit (see above) finalised; liaising with others (including the ‘Collaborating for Change’ project) to upload it to a WordPress website connected to TLG (currently in development);
- liaising with others to set up a core action on the TLG portal, ie. ‘Click here if you want an ambassador to come to your school’;
- preparing a final data-rich report for the funder.
The post is suitable for a graduate student or postdoc who would be able to conduct this work alongside teaching, research or other administrative type roles. This will provide a very good opportunity for an Early Career Academic to learn more about HE languages outreach and advocacy, and about the project’s partner organisations.
Applicants should have a strong interest in advocacy and outreach for languages, and ideally expertise and experience in languages; fluent English, with good drafting skills; strong interpersonal skills; and the ability to respond quickly and efficiently to queries. Technical skills related to website content management would be an advantage, though support will be provided.
Research Assistant Application form
Please send your application on the form below to Neil Kenny (neil.kenny@mod-langs.ox.ac.uk) by 17:00 on Tuesday 6 October 2026. Please also attach a one-page CV detailing your qualifications and relevant experience (if any).
- Your name:……………………………………………………….
- Your current university affiliation (if any):…………………………………………
- Your email address:……………………………………………………….
- Name & email address of one referee:……………………………………………………….
Below please give your reasons for applying for this post and show how you match the role requirements, including any relevant experience (max. 500 words)
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
About The Languages Gateway
The Languages Gateway (TLG) is the UK’s new portal for languages, launched with funding from the British Academy and now supported by organisations across the sector. It is a portal for, and on behalf of, everyone engaged in the sector; a collaborative venture through which we can facilitate access to information, and communicate a clear narrative to prospective and future linguists. It is a gateway to opportunities, resources and information about the wider field of languages, and how they link to an understanding and appreciation of cultures and societies. The Languages Gateway is a key element in a new strategic approach for languages, in both educational and professional contexts, formal and informal.
3. Announcements
3.1 Ph.D. Program in French at the CUNY Graduate Center–apply by January 1, 2027
The CUNY Graduate Center welcomes applications for its Ph.D. Program in French. Consistently rated as one of the finest and most innovative in the United States, our program offers cutting-edge interdisciplinary coursework, close mentoring with leading scholars in French and Francophone Studies, a varied program of public-facing talks, events, and conferences, and the diverse research environment of the Graduate Center, a national leader in Humanities scholarship located in the heart of New York City.
Our students are rigorously prepared as researchers and as teachers, functioning as generalists who can teach a broad array of courses and as specialists with focused training in particular periods and perspectives. Recently-defended dissertations include Unnatural Issue: Gendered Adaptations of “Peau d’Âne” in Contemporary French and English Texts; Discovering the Indian Diaspora in France and Beyond; L’univers mélancolique de Patrick Modiano; Iranian (Persian)-Francophone Women in Diaspora and the Literature of Exile: Reconstructing Self Through Writing; The Devil is in the Details: Witchcraft Materiality and Systems of Belief in Early Modern France; Figure of the Jeune Fille in Postwar French Cinema: Libertine Ingenues, Lolitas, and Creatures from Caroline Chérie to Monika.
Our faculty numbers over 30 professors drawn from the nation’s largest urban public university system. They specialize in a wide range of fields, from the medieval era to the present, from postcolonial and Francophone studies to gender/queer theory, visual cultures, and the digital humanities. Students also benefit from the multiple interdisciplinary research centers on campus, including IRADAC (Institute for Research on the African Diaspora in the Americas and the Caribbean), MEMEAC (Middle East and Middle Eastern American Center), CPCP (the Center for Place, Culture, and Politics), and the Center for the Humanities.
Qualified candidates are encouraged to apply, and for the Fall 2027 entry term we have waived all application fees, making the process totally free of charge. Our program welcomes international students from around the world and is open to candidates who do not necessarily have a traditional background in literary studies. Successful applicants receive a five-year fellowship package, including a tuition waiver and health insurance. They teach one course per semester in their second, third, and fourth years. The fifth year can be a continuation of teaching or be composed of alternatives such as tutoring, internships, etc. There is an abundance of opportunities for summer support as well as additional funding for travel and research. We also offer a dedicated fellowship for high school teachers interested in pursuing a doctorate while maintaining their current employment as well as a competitive fellowship for top alumni of the TAPIF program.
Recent alumni have received teaching positions and postdoctoral fellowships at Williams College, Pomona College, University College Dublin, Lehigh University, Augustana College, Drexel College, and Southern Methodist University. Other alumni have ventured outside of academia, working in university administration, business, consulting, or arts programming.
The deadline for receipt of application material is January 1, 2027. For further information, please contact Professor Maxime Blanchard [mblanchard@ccny.cuny.edu] or Professor Sam Di Iorio [adiiorio@hunter.cuny.edu].
3.2 Winthrop-King events, 26-27 and other news
Winthrop-King events, 26-27 and other news
- Que Peut La Littérature Quand Elle Ne Peut? / What Can Literature Do When It Can Do Nothing? 3 November 2026
A seminar exploring the value of literature in times of societal, & ecological changes with award-winning Martinican author, Patrick Chamoiseau, and scholars Patrick Crowley (Galway), Charles Forsdick (Cambridge), and Maeve McCusker (Queen’s, Belfast)
- 7th Global Africas: Congolese Street Comics 9-10 February 2027
Part of the ongoing Global Africas series, this symposium highlights creative cultures, visual artistic styles, and street arts in the Democratic Republic of Congo
- Making Creole, Living Language 15-16 April 2027
An international conference centered around Creole linguistics, cultural adaptation, transformation, language promotion, & revitalization, featuring leading practitioners, authors, artists, and musicians working in Haitian Creole.
In addition, you will find on our website (https://winthropking.fsu.edu/events) news of some of our future events, including a major conference on Édouard Glissant in spring 2028, a conference to mark the 25th anniversary of the publisher Mémoire d’encrier and one on the author Michaël Ferrier (including a residency by Ferrier). More details will follow on these events.
In other news, our WK-LUP Translation series continues to grow, with a list of published titles here: https://www.liverpooluniversitypress.co.uk/topic/book-series/world-writing-in-french-new-archipelagoes
We will re-open the translation series submission window later this year.
We published our first co-edited issue of the WK-LUP journal Francosphères, which is Open Access and may be found here https://www.liverpooluniversitypress.co.uk/journal/franc
Our next issue of the journal will be on the work of the artist Moses März and will be published in summer 2027.
3.3 New MSt in Histories and Cultures of Colonisation
A new MSt in Histories and Cultures of Colonisation at Oxford is opening for applications for the first time this Autumn. The course will be run jointly by the Faculty of Medieval and Modern Languages and the Faculty of History. More details can be found here:
https://www.mod-langs.ox.ac.uk/news/2026/08/27/new-mst-histories-and-cultures-colonisation
3.4 UCC French Department research seminar programme 2026/2027
Research Seminars 2026-2027
Semester 1
Tuesday, 22 September 2026, 10am, Sarah Waters (Leeds): ‘Work, suicide and social justice: Insights from French Thought’. In person in ORB 1.24 or online: Teams link
Tuesday 20 October 2026, 10-12am, Workshop on Health Futures, in person in ORB1.24 or online: Teams link
Benjamin Dalton (Lancaster): ‘Do hospital futures need to include hospitals’ and Lauren Dyll (University of KwaZulu Natal): ‘Communicative Antifragility: Designing Futures That Grow Stronger from Disruption’.
Tuesday 17 November 2026, 10am, Ciara Gorman (Maynooth): ‘Feminist Revisioning of Crime and Gender in Contemporary French Crime Fiction’. In person in ORB 1.24 or online: Teams link
Semester 2
Tuesday 12 January 2027, 10am, Susannah Wilson (Warwick): ‘Medicine, Addiction, and the Modern Self: The Journal d’un morphinomane (1880-1894)’. In person in ORB 1.24 or online.
Tuesday 9 February 2027, 10am, Corine Tachtiris (U Mass): ‘Translating Postcolonial Satire’. Online only.
Tuesday 2 March 2027, 10am, Hannes Opelz (Trinity College Dublin): ‘Blanchot, Rancière: ‘La rupture de tous les liens’. In person in ORB 1.24 or online.Teams link
All are welcome. Please email Dr Caroline Williamson Sinalo, Department of French research lead, with any questions at caroline.williamsonsinalo@ucc.ie
3.4 2026 SFPS Essay Prize winners
We, the editor s and the Advisory Board of the Bulletin of Francophone Postcolonial Studies (BFPS), are also delighted to announce the 2026 winning article of the SFPS Essay Prize on the topic of ‘Fanon at 100: Revolutionary Afterlives’,
‘The Right to be Human: Violence, Dehumanization, and Animality in Frantz Fanon’s Anti-Colonial Thought’ by Thomas D’Amato (Johns Hopkins University).
Close runner-up is ‘Beyond the Colonizer/Colonized Dialectic: Reclaiming the Subversive Potential of Literary Cannibalism in Césaire’s Une tempête‘ by Hanna Bechiche (University of Cambridge).
Both essays will be published in the autumn/winter issue 16.2 (2026) of BFPS.
The SFPS Essay Prize is a new, yearly award of the Society of Francophone Postcolonial Studies for an essay written in French or in English on the topic of the annual SFPS conference of the previous year. The competition is open to PhD students and early-career/non-tenured/postdoctoral academics and the winner receives a cash prize of £100. Both winner and runner-up will be published in the following issue of the Bulletin of Francophone Postcolonial Studies, the Society’s bi-annual journal. The 2027 round will open after the 2026 conference in November, the theme of which will be ‘Postcolonial Temporalities’. Please watch out for the competition announcement and spread the word.
Paola Sanges Ghetti and Sarah Arens
BFPS editors
3.5 Friday, 10/2 3pm EDT, A Kozé on Thélyson Orélien, AI, Antiblackness, and the Future of Caribbean Literature in Academia
Since the release of C’était ça ou mourir in March 2026, Thélyson Orélien has been in the spotlight of the international literary scene, garnering coverage in Haiti, Canada, the US, and France. In May, the New York Times reported that the novel was set to be translated into 20 languages and, a week after its release in France, it had sold 30,000 copies and won the Prix du Roman FNAC. As the prize nominations continued to come — the Prix Fémina, Goncourt, Médicis, and Renaudot — it seemed like Orélien was a viable candidate for all of the highest honors. That is, until an unverified account on X named “BalanceTonClaude” posted accusations that Orélien’s novel had been 100% written with the assistance of Artificial Intelligence. Orélien denies the claims against his credibility, but the harm has already been done, making it nearly impossible to read the novel beyond the scope of literary scandal.
The accusations against Orélien are also not happening in a vacuum. As AI and tech companies seek new ways of monetizing their products, Black writers and scholars have increasingly become the target of campaigns to discredit their work. As we watch these cases unfold near and far, we — as people, readers, and scholars — risk becoming more fearful, anxious, and isolated.
As an act of collective resistance, we wish to gather for community discussion, on ti kozé, to share our thoughts about the Thélyson Orélien accusations, the role that AI is playing in our reading lives, the realities of and potential responses to antiblackness, and the future of Caribbean literature in Academia.
Registration is required to attend this event. This conversation will not be recorded.
Friday, October 2, 3PM EDT | Noon PST | 21h CEST
3.6 Modern & Contemporary France: upcoming Editorial Board vacancies
Applications are invited for membership of the Editorial Board of Modern & Contemporary France. We encourage applications from specialists in any of the areas covered by the journal including politics, contemporary society, and popular culture. The initial term of appointment is two years. It is normally expected that Editorial Board members are, or shall become, members of the Association for the Study of Modern and Contemporary France (ASMCF).
Members of the Board play an important role in the peer review process and advise on all aspects of the life the journal. The Board currently meets twice a year, either online or in London. We regret that the ASMCF is unable to meet the cost of travel to meetings from outside the UK and Ireland.
An application form is available from the Hon. Secretary of the ASMCF, Mark Wilson mark.g.wilson@durham.ac.uk. This should be completed and submitted with a short (1-2 page) cover letter.
Deadline for applications: Saturday 31 October 2026.
Informal enquiries should be addressed to the Executive Editor, Elizabeth Benjamin: ac7390@coventry.ac.uk
3.7 Intimités/Intimacies (Seminar)
Intimités/Intimacies
Un nouveau séminaire organisé par Patrick Farges, Ivan Jablonka et Pauline Peretz.
L’intime, tel que le définissent les privacy studies, les body studies et une sociologie des émotions en plein essor depuis les années 1970, désigne ce qui résiste à l’exposition et revendique une appartenance singulière : le corps, ses sensations, ses transformations, les affects qui nous traversent, les relations que nous choisissons ou subissons. Or l’intime n’est pas une donnée naturelle, mais une construction historique et sociale où entrent sensibilités communes, normes collectives et luttes pour la reconnaissance. Entre pouvoir et autonomie, les intimités tissent nos expériences, créent nos subjectivités dans la trame des gestes ordinaires et des espaces partagés. Ouvert à toutes et tous, résolument pluridisciplinaire (histoire, sociologie, anthropologie, littérature, etc.), le séminaire se tiendra sur le Campus Condorcet à partir du 16 octobre 2026.
Salle 3.05, Centre de colloques, Campus Condorcet (Aubervilliers, France) – 14h-16h30
Programme
Séance 1 : 16 octobre 2026
Anaïs Albert (Université Paris Cité), « Une impossible intimité ? Le cas de Marie Sitz, domestique victime de violences (Paris, 1885) »
Séance 2 : 13 novembre 2026
Sarah Fila-Bakabadio (CY Cergy Paris Université), « Être femme et noire en France »
Séance 3 : 11 décembre 2026
Raphaël Gallien (Université d’Angers), « Sur les traces des internés de l’empire. Intimités et colonisation à Madagascar (première moitié du xxe siècle) »
Séance 4 : 18 janvier 2027
Hervé Guillemain (Université Le Mans – Temos) : « Histoires intimes de l’hospitalisation psychiatrique. Un essai de recherche participative ».
Séance 5 : 25 janvier 2027
Fabienne Moine (Universié Paris Cité), « Réhumaniser les invisibles de l’histoire : les pratiques de l’écrit dans les institutions sociales (Grande-Bretagne 1840-1900) »
Séance 6 : 8 février 2027
Justine Lacroix (Université Libre de Bruxelles), « Mort d’un proche : les défaillances institutionnelles »
Séance 7 : 1er mars 2027
Michel Lussault(ENS Lyon), « La maison funéraire : un lieu intime de cohabitation des vivants et des morts »
Séance 8 : 22 mars 2027
Alice Béja (Université Paris-Est Créteil) : « Voltairine de Cleyre, le politique par l’intime »
Séance 9 : 26 avril 2027
Céline Béraud (EHESS), « Les victimes de l’abbé Pierre »
Séance 10 : 3 mai 2027
Anne Légier (Université Paris Cité), « Stigmates, silenciations et corps ventriloques. Enquêter sur des expériences reproductives cachées (États-Unis, longues années 1960) »
Séance 11 : 31 mai 2027
Florence Gherchanoc (Université Paris Cité) : « Le lit conjugal en Grèce ancienne »
Séance 12 : 7 juin 2027
Marie Derrien (Université de Lille) et Mathilde Meheust Rossigneux (Université Lyon 2), « À l’épreuve des troubles de la vieillesse. Une histoire intime de la santé mentale XIXe-XXe siècles »
3.8 SAS Research Training Programme 2026 / 27 – TERM 1
School of Advanced Study • University of London
SAS Research Training Programme 2026 / 27 – TERM 1
Registration is now open for the School of Advanced Study’s free research training program for Term 1. Researchers of all levels in the UK and internationally can attend these sessions. Please note that advance registration using the booking links below is essential.
Monday 5th October 2026, 14:00 – 15:00: How to Conduct Your Research Project: Project Management and Study Skills https://www.sas.ac.uk/news-events/events/how-conduct-research-project-project-management-study-skills-1
Monday 12th October 2026, 14:00 – 15:00: The Risks and Benefits of Using AI in Research https://www.sas.ac.uk/news-events/events/risks-benefits-using-ai-research-0
Monday 19th October 2026, 14:00 – 15:00: Working with Your Supervisor https://www.sas.ac.uk/news-events/events/working-supervisor-0
Monday 26th October 2026, 14:00 – 15:00: Notes on Note-taking https://www.sas.ac.uk/news-events/events/notes-note-taking-5
Thursday 29th October 2026, 14:00 – 15:00: Maintaining Momentum – The Highs & Lows of the Postgraduate Study Journey https://www.sas.ac.uk/news-events/events/maintaining-momentum-highs-lows-postgraduate-study-journey-3
Monday 2nd November 2026, 14:00 – 15:00: Methodology, Theory, and Research Design Frames https://www.sas.ac.uk/news-events/events/methodology-theory-research-design-frames-5
Monday 9th November 2026, 16:00 – 17:30: Scholarship at Risk 1: Academic Freedom vs. Autocratic Repression https://www.sas.ac.uk/news-events/events/scholarship-risk-1-academic-freedom-vs-autocratic-repression-0
Thursday 12th November 2026, 16:00 – 17:30: Scholarship at Risk 2: Ethical Obligations Towards Research Participants https://www.sas.ac.uk/news-events/events/scholarship-risk-2-ethical-obligations-towards-research-participants-0
Monday 16th November 2026, 14:00 – 15:00: Academic Practice and Ethics https://www.sas.ac.uk/news-events/events/academic-practice-ethics-5
Thursday 19th November 2026, 16:00 – 17:30: Scholarship at Risk 3: The Principles of Academic Freedom https://www.sas.ac.uk/news-events/events/scholarship-risk-3-principles-academic-freedom-0
Monday 23rd November 2026, 14:00 – 15:00: Starting Writing https://www.sas.ac.uk/news-events/events/starting-writing-5
Thursday 26th November 2026, 14:00 – 15:00: Supercharge Your Productivity https://www.sas.ac.uk/news-events/events/supercharge-productivity-1
Monday 30th November 2026, 14:00 – 15:30: Working in Archives https://www.sas.ac.uk/news-events/events/working-archives-4
Thursday 3rd December 2026, 14:00 – 15:00: Stepping up to a PhD: a Guide for Aspiring Doctoral Students https://www.sas.ac.uk/news-events/events/stepping-phd-guide-aspiring-doctoral-students-2
Monday 7th December 2026, 14:00 – 15:00: What is Copyright? https://www.sas.ac.uk/news-events/events/what-copyright-4
Wednesday 9th December 2026, 14:00 – 15:30: Revising Your PhD Thesis for Publication https://www.sas.ac.uk/news-events/events/revising-phd-thesis-publication-4
3.9 Ça (ne) se fait pas: on Margins in Contemporary French and Francophone Literature
Ça (ne) se fait pas: on Margins in Contemporary French and Francophone Literature
In brief
Date – 9 October 2026
Venue – MacLaren Stuart Room (G.159), Old College
Keynote speakers – Marine Rouch (Université de Toulouse Jean Jaurès) and Douglas Morrey (University of Warwick)
About the event
The conference brings together scholars working on the margins of contemporary French and Francophone literature, with a particular focus on taboo and transgression, censorship and visibility, alternative modernities, feminist and travelling literatures, in-between spaces, nostalgia, forgotten controversies, and the question of new canons.
It asks how writers engage with what is excluded, silenced, or considered improper, and how such forms of writing might challenge established literary categories and canons.
This event is organised by Madeleine Banatvala and Fabien Arribert-Narce, and is hosted by the School of Literatures, Languages and Cultures. It consists of four panels and two keynote talks. You can find the full programme below.
Programme
9:30am – Opening remarks
9:45am to 10:45am – Panel 1: L’ineffable : censures, tabous et débordements dans les écrits littéraires. Chaired by Michèle Bacholle.
- Anas Boukhari – Dire ce qui “ne se fait pas” : la darija marocaine entre censure symbolique et reconfiguration du canon littéraire
- Karen Humphreys – “Ça ne se dit pas”: Writing the Unspeakable in Adèle Yon’s Mon vrai nom est Elisabet
10:45am to 11am – Morning break
11am to 12 noon – Panel 2: Transgressions, langue et identité dans l’autobiographie marginale. Chaired by Séverine Genieys-Kirk.
- Thomas Bétou – Autobiographie des marges, marges de l’autobiographie : autour de la transgression d’une pratique littéraire au milieu du XXe siècle
- Alexia Rivalet – Violette Leduc : voix marginalisée et agentivité paradoxale
12 noon to 12:45pm – Keynote 1: Marine Rouch – Literary Friendships among Francophone (Aspiring) Women Writers Under the Strain of (Neo-)Colonialism (1945–1975). Chaired by Katie Pleming.
12:45pm to 2pm – Lunch
2pm to 3pm – Panel 3: Marginalités, transgression et refus narratif : tabou, genre et écritures contemporaines. Chaired by Sarah Tribout-Joseph.
- Louise Kari-Méreau – Writing from the Edge (and Enjoying It): Margins, Cynicism, and Narrative Mischief in Despentes, Angot, and Laurens
- Adrienne Angelo – Writing After Feminicide: Nathacha Appanah’s La nuit au cœur and the Ethics of Narrative Refusal
3pm to 3:45pm – Keynote 2: Douglas Morrey – The literary outlaw in the age of cancel culture: How can we still read Gabriel Matzneff (and why should we)? Chaired by Fabien Arribert-Narce.
3:45pm to 4pm – Afternoon break
4pm to 5:30pm – Panel 4: Dire l’indicible : sexualités, prostitution et transgressions féministes. Chaired by Adrienne Angelo.
- Marine Berthiot – Magdalene Trauma in Quebec. A Case Study of Fille-Mère by Ingrid Falaise (2025)
- Hafid Abouelkacem – Dire sans scandale, les tabous ordinaires et la transgression silencieuse dans l’œuvre de Sonia Terrab
- Michèle Bacholle – Improper Chloé Delaume and Bebe Melkor-Kadior: Sex Work and Slut-Praising
5:30pm to 5:40pm – Closing remarks
How to attend
This event is free to attend, and open to all. No registration is required – simply come along!
3.10 L’ère des Révolutions : une histoire atlantique ? : Séminaire hybride Université Clermont-Auvergne
SÉMINAIRE 2026-2027
L’ère des Révolutions : une histoire atlantique ?
Séminaire hybride Université Clermont-Auvergne pour le présentiel – lien Teams sur demande
Organisé par Karine Rance
Contact : karine.rance@uca.fr
Premier semestre
- 23 septembre 2026 – 16h15 : Micah Alpaugh (University of Central Missouri) – Les amis de la liberté: connexions entre la Révolution française et la démocratisation américaine
- 7 octobre 2026 – 16h15 : Sibylle Fourcaud (ATER à l’université de Bretagne Occidentale, chercheuse associée au Centre d’histoire de Sciences Po) – Les secours aux Domingois réfugiés en France et la construction de l’État-nation impérial (1793-1802)
- 14 octobre 2026 – 16h15 : Amanda Maffei (Università degli Studi di Milano, post-doctorat, chargée d’enseignement à l’Institut Catholique de Paris) – Une République sans démocratie. Le républicanisme conservateur des colons de Saint-Domingue entre France, États-Unis et Saint-Domingue (1793-1804)
Deuxième semestre
- 27 janvier 2027 – 18h : Ian Coller (University of California, Irvine) – autour d’une parution récente dans les Annales historiques de la Révolution française. Histoire atlantique, histoire globale ? (date à confirmer)
- 3 février 2027 – 18h : Caroline Séveno (Université des Antilles) – D’une carte à l’autre, sciences et pouvoirs en territoires antillais
- 17 mars 2027 – 18h : Denise Davidson (Georgia State University) – Bourgeois Lives and Letters
- 31 mars 2027 – 18h : Claude Luthiger (UCA/ENS) et Marion Pouffary (Paris 1) – Histoire transnationale, histoire totale du politique ? Les légendes de Robespierre et de Collot
- Mai 2027 : Patrick Griffin (University of Notre-Dame) – The Age of Revolutions (date à confirmer) – in English
4. New Publications
4.1 Journal of Peace Research
Journal of Peace Research
Journal of Peace Research is an interdisciplinary and international bimonthly, covering scholarly work in peace research. It strives for a global perspective on peace and peacemaking, with particular focus on the causes of violence and conflict resolution. JPR is edited by Gudrun Østby (Editor), Sebastian Schutte (Editor), Henrik Urdal (Editor), Amalie Nilsen (Managing Editor), Ida Rudolfsen (Desk Editor), Mauricio Rivera Celestino (Associate Editor) in collaboration with 20 Associate Editors.
Journal of Peace Research not only publishes critical, cutting-edge research on peace, war, and violence. It has also taken extraordinary steps to lead the establishment of scientific standards for data replication policies in the field, resulting even in a published agreement with other journals to follow emerging best practices. Across a range of interdisciplinary areas, JPR seems to be as widely followed as it is closely read.
Gary King, Harvard University
- Read more about the journal and access issues and articles at the publisher’s webpage.
- For a brief overview of the history and orientation of the Journal of Peace Research, see Henrik Urdal, Gudrun Østby & Nils Petter Gleditsch (2014), Journal of Peace Research, Peace Review: A Journal of Social Justice 26(4): 500–504.
- For submissions, enquiries and notes for authors, please see our Submissions and Enquiries page.
4.2 French History, Volume 40, Issue 3, September 2026
Volume 40, Issue 3, September 2026
Articles
Panagiotis Georgakakis
French History, Volume 40, Issue 3, September 2026, Pages 291–313, https://doi.org/10.1093/fh/crag019
- Abstract
- View article
Chiara Lerede
French History, Volume 40, Issue 3, September 2026, Pages 314–329, https://doi.org/10.1093/fh/craf033
- Abstract
- View article
French prisoner-of-war sociability in Hampshire during the French Revolutionary and Napoleonic Wars
Katherine Astbury and Abigail Coppins
French History, Volume 40, Issue 3, September 2026, Pages 330–348, https://doi.org/10.1093/fh/craf043
- Abstract
- View article
Chloé Duteil
French History, Volume 40, Issue 3, September 2026, Pages 349–363, https://doi.org/10.1093/fh/craf040
- Abstract
- View article
The impact of the Indochinese and Algerian Wars on the French scouting movement, 1945–1962
Aaron Clift
French History, Volume 40, Issue 3, September 2026, Pages 364–380, https://doi.org/10.1093/fh/crag012
- Abstract
- View article
Review Article
Review article: the history of sexuality in modern France
Andrew Israel Ross
French History, Volume 40, Issue 3, September 2026, Pages 381–392, https://doi.org/10.1093/fh/craf042
- Extract
- View article
Book Reviews
Bourses et boursiers de l’enseignement secondaire en France, 1802–1914 by Jean Le BihanGet access
Eric Brandom
French History, Volume 40, Issue 3, September 2026, Pages 393–395, https://doi.org/10.1093/fh/crag023
- Extract
- View article
Stuart Carroll
French History, Volume 40, Issue 3, September 2026, Pages 396–397, https://doi.org/10.1093/fh/crag024
- Extract
- View article
Ian Cawood
French History, Volume 40, Issue 3, September 2026, Pages 397–399, https://doi.org/10.1093/fh/crag029
- Extract
- View article
Theatre and Censorship in France from Revolution to Restoration By Clare SiviterGet access
Logan J Connors
French History, Volume 40, Issue 3, September 2026, Pages 400–401, https://doi.org/10.1093/fh/crag027
- Extract
- View article
Paris Concealed: Masks in the City of Light By James H. JohnsonGet access
Jun Huang
French History, Volume 40, Issue 3, September 2026, Pages 402–404, https://doi.org/10.1093/fh/crag026
- Extract
- View article
Talitha Ilacqua
French History, Volume 40, Issue 3, September 2026, Pages 404–406, https://doi.org/10.1093/fh/crag028
- Extract
- View article
Vichy: Histoire d’une dictature 1940–1944 By Laurent JolyGet access
Richard Carswell
French History, Volume 40, Issue 3, September 2026, Pages 407–409, https://doi.org/10.1093/fh/crag025
- Extract
- View article
SSFH News
French History, Volume 40, Issue 3, September 2026, Pages 410–412, https://doi.org/10.1093/fh/crag030
- Extract
- View article
4.3 The French Australian Review – No 80 Australian Winter 2026
The French Australian Review – No 80 Australian Winter 2026
ISSN 2981-894X (Online), ISSN 2203-5362 (Print)
Purchase the whole issue in PDF format AUD $11 members inc GST where applicable
Top of Form
Bottom of Form
Purchase the whole issue in PDF format AUD $16.50 non members inc GST where applicable
Top of Form
Bottom of Form
You can purchase single peer-reviewed articles below
FOREWORD
ARTICLES
ANDREW MONTANA, “A Remarkable Woman”: The Elusive Case of Madame Hortense de Heuse Hazard, Sculptor and Art Collector, Europe, Britain, America and Melbourne
With a residential tenure in Melbourne, Australia, that lasted merely five years between 1882 and 1887, the Belgian born transnational artist and collector Madame Hortense de Heuse Hazard lived mainly in anonymity until her death. This new research reveals that Madame Hazard, belatedly deemed a remarkable woman by the press, had married into a wealthy American family in Paris in the 1860s, studied sculpture in Rome and exhibited in Italy, France, America and Britain. A collector of art and antiquities, she possessed antique objects whose provenance purportedly dates back to the collections of Marie-Antoinette, Napoleon Bonaparte and his descendants, and which caused sensation and speculation when they appeared for auction in Melbourne in 1887. Yet her talent as a sculptor remains unrecognised today, and only one of her many marble figurative works, redolent, arguably, of her personal and somewhat tragic biography, appears to have survived in Australia. This article brings the elusive Madame Hazard to light.
THIS ARTICLE IS OPEN ACCESS FOR ONE MONTH
Keywords: Nineteenth-century women sculptors, art collections, antiquarianism, transnational artists, French provenance, print media
PAULINE GEORGELIN, French Australian Connections at the 1880–1881 Melbourne International Exhibition
The Melbourne International Exhibition of 1880–1881 provided a unique backdrop for transnational encounters between the major industrialised nations in a context of friendly rivalry. This article investigates the French participation in the Exhibition. France’s key aims were to seek out new markets for its exports and to push for the establishment of direct trade links between Australia and France, bringing economic benefits and a stronger regional presence. However, this article argues, the pursuit of this economic goal was necessarily accompanied by strengthening cordial relationships and projecting positive images. France brought to Melbourne an astonishing array of goods, chosen to represent the best France could offer to world markets and to signal French prestige and craftsmanship. The Exhibition provided a singular opportunity for connections and mutual discovery between French and Australian people. This article examines the French participation at the Exhibition as an event around which mutual perceptions were formed and expressed, adding to our knowledge of connections between France and the colony of Victoria in the late nineteenth century.
Keywords: Melbourne, French Australian Relations, Royal Exhibition Building, Jules Belcour
FREYA DAVIES-ARDILL, Poetry, Politics and Protest: Responses to Nuclear Weapons Testing from Mā’ohi nui (French Polynesia) to Australia
The intersection of poetry, politics and protest in response to nuclear testing in Mā’ohi Nui (French Polynesia) and Australia is illustrative of a rich tapestry of relation and resistance extending across the Anglo-Franco Pacific sphere—one that transcends both linguistic and geographical barriers. Notably, women and Indigenous people have been at the forefront of anti-nuclear movements across Oceania, as well as in Australia. The present article seeks to link together various literary, militant and political strands of anti-nuclearism across the Pacific region, drawing particularly on relationships, legacies and solidarities between Mā’ohi Nui and Australia. It begins by outlining the racist underpinnings and continuing impacts of nuclear weapons tests conducted in Maralinga, Moruroa and Fangataufa, and across the broader Pacific region. The second section examines political and grassroots campaigns of resistance, particularly in response to French nuclear tests, and introduces several anti-nuclear literary interventions, including early contributions of settler allyship such as Australian author Dymphna Cusack’s 1955 play Pacific Paradise. The article then moves to further contextualise the trans-Pacific—and notably trans-Indigenous—literary solidarities that arose alongside the movement for a Nuclear Free and Independent Pacific from the 1970s, touching on work by Ri-M̧ajeļ (Marshallese) poet Kathy Jetnil-Kijiner, Kanak author Déwé Gorodé and Tahitian/Mā’ohi author Chantal Spitz. The final section of the article offers a close comparative analysis of two short stories, “China Blue” and “Césure” by Tahitian/Mā’ohi author Rai Chaze, alongside the poem “Thunder Raining Poison” by Indigenous Australian Yankunytjatjara author Ali Cobby Eckermann.
Keywords: Nuclear colonialism, France-Australia relations, Trans-Indigenous literature, Oceanian literature, anti-nuclear literature
4.4 Reading in Translation – Archipelagic Francospheres, Transoceanic Dialogues through Translation
This special issue of Reading in Translation was born through a transatlantic dialogue between two translators specializing in Caribbean literature, who first met in 2019 during the Migration, Mobility, and Sustainability: NEH Caribbean Studies and Digital Humanities Institute held at the University of Florida. We felt this fact was worth sharing with readers because, as is often the case with translation, this encounter was born under the stars of serendipity, but also of a shared passion. The themes of the 2019 Institute – migration, mobility and sustainability – are also all deeply connected to translation, and to the concerns of this special issue of Reading in Translation dedicated to archipelagic Francospheres. They also invite us to think across different temporal scales. In an age of accelerated time, when movements of people, languages and literary texts are increasingly intensified and compressed, this special issue is meant to offer a way of slowing down and taking a longer view on transoceanic dialogues through translation.
Recent publications have increasingly turned toward mapping connections within and across the Francospheres, adopting regional or transnational perspectives, some of them lending particular attention to oceans and archipelagic spaces.[1] Yet, despite this widening of critical and literary horizons, translation – and the voices of those who practice it – has not always been placed at the center of these conversations.
This special issue therefore seeks to foreground translation not only as a key analytic lens for understanding how Caribbean, Indian Ocean, and Pacific literatures circulate between different Francospheres and beyond, but also as a lived, creative, and professional practice. Our aim is to create a space for translators, authors, publishers, editors, and other cultural agents – including readers – who shape these circulations and actively redefine what “Francospheres” can mean.
The special issue is composed of a series of translations, accompanied by translators’ notes, hybrid translation-commentary-essays, book reviews and interviews with authors and translators. We opted for an incremental publication, with new pieces released each week over the course of three weeks in September. This format gives readers time to appreciate and engage with each batch, while also reflecting the rhythms and realities of archipelagic literary circulation, made of ruptures and continuities that echo island flows. The incremental publication of the special issue is therefore meant to echo archipelagic realities and their tidal movements or “tidalectics”.[2]
First Movement
Coral Relation: Reading translated excerpts from Denis Pourawa’s “Our Coral Soul” by Julia Frengs & Katherine Hammitt
A Review of “AfroTrans: Perspectives. Entretiens. Poésie. Fiction” by corine labridy
‘Archipelagic Francospheres: Transoceanic Dialogues Through Translation’ an Interview with Ananda Devi by Nathan H. Dize and Laëtitia Saint-Loubert
Second Movement
Translator Allison M. Charette in Conversation with Michèle Rakotoson by Allison M. Charette
A Bi-lingual Review of “Non-noyées (Undrowned)” by Alexis Pauline Gumbs in French Translation by Maëlle Zemirline
“The Word Became Flesh” a short story by Nathalie Hermine, Translated by Karen Fleetwood & Laëtitia Saint-Loubert
Translation as Excavation, A Translators’ Note by Karen Fleetwood & Laëtitia Saint-Loubert
Third Movement
Translating “The Mermaid of Black Conch,” an interview with Gerty Dambury by Jennifer Boum Make
Expanding Translation Routes in the Caribbean: Music, Memory, and the Sea in Alecia McKenzie’s “Marins désarmés/Unarmed Mariners” and Daniel Thaly’s “Looting Hummingbirds” by Laëtitia Saint-Loubert
Selected Poems from Marie Keletaona Tamole’s Les Murmures de l’océan / Fakamusumusu o le moana / (The Ocean’s Whisperings) Translated by Jean Anderson
From Ocean to Ocean, a Translator’s Note by Jean Anderson
Selections from Chloé Savoie-Bernard’s “Sainte Chloé de l’amour” (Saint Chloé of Love), Translated with a Note by Violet E. Cooper
Notes
[1] For academic analyses, see, for example, Charles Forsdick & Claire Launchbury (eds.), Transnational French Studies (Liverpool: Liverpool University Press, 2023) & Jacqueline Couti & Anny-Dominique Curtius (eds.). Women, Theory, Praxis, and Performativities: Transoceanic Entanglements in Francophone Settings (Liverpool: Liverpool University Press, 2025). Other recent open-access publications intended for a general audience include the special issues of Words Without Borders on “Familiar and Unknown Worlds: Science Fiction and Fantasy from Quebec” (Feb. 2024) and “Francophone Writing from the South Pacific” (June 2024).
[2] See Kamau E. Brathwaite, “Caribbean Culture – Two Paradigms”, in Jürgen Martini (ed.), Missile and Capsule (Bremen: Universität Bremen, 1983), p. 9–54. Also see Elizabeth M. DeLoughrey, “Routes and Roots: Navigating Caribbean and Pacific Island Literatures” (Honolulu: University of Hawai’i Press, 2007). In the context of Caribbean, inter-island literary circulation and translation flows, see Laëtitia Saint-Loubert, “The Tidalectics of Translation. On the Necessity of Rethinking Translation Flows from the Caribbean”, in Ilse Feinauer, Amanda Marais & Marius Swart (eds.), Translation Flows. Exploring Networks of People, Processes and Products (Amsterdam, Philadelphia: John Benjamins Publishing, 2023), 207–224.
[3] For a translator-centered approach to translation, ecology, and decolonization, see: Nuzhut Abbas (ed.), River in an Ocean: Essays on Translation (Toronto: Trace Press, 2023). Kathryn Batchelor & Claire Bisdorff (eds.), Intimate Enemies – Translation in Francophone Contexts (Liverpool: Liverpool University Press, 2013). Kavita Bhanot and Jeremy Tiang (eds.), Violent Phenomena. 21 Essays on Translation (London: Tilted Axis Press, 2022). Madhu H. Kaza (ed.) Kitchen Table Translation. (Pittsburgh: Blue Sketch Press 2017).
4.5 L’Esprit Créateur 66:2 (2026) Summer, “Faits Divers and the Fictions of Race”
L’Esprit Créateur 66:2 (2026) Summer, “Faits Divers and the Fictions of Race“
Guest editors Olivia C. Harrison & Madeleine Dobie
Abstract
The microgenre of reporting known as faits divers has played a key role in the dissemination of racial stereotypes, from the antisemitic literature of the late nineteenth century and the cliché of the “knife-wielding Arab” developed in colonial Algeria to sensational chat room posts and YouTube comments targeting banlieusards and immigrants in contemporary France. But there is also a rich archive of anti-racist literature that critiques the role of fait divers in race-making, while also subverting the genre to propose alternative accounts of racial violence. This special issue explores both the racial subtexts of faits divers and their repurposing for antiracist ends from the nineteenth century to the present in media including journalism, novels, film, and stop-motion animation.
Contents
Author(s): Madeleine Dobie, Olivia C. Harrison
Pages: 1- 8
Poe’s faits divers: Noise, Disinformation, and Stereotypes in the Dupin Mysteries
Author(s): Dominique Jullien
Pages: 9 – 22
Racial Inklings: On Faits divers, Stereotypes, and Fénéon’s Nouvelles en trois lignes
Author(s): Christy Wampole
Pages: 23-37
“Encore les Arabes”: Faits divers and the Creation of the ‘Arab Criminal’
Author(s): Danielle Beaujon
Pages: 38- 51
Cadaverifying the Colonial fait divers: Aït Djafer’s Complainte of the Arab Beggars of the Casbah
Author(s): Walid Bouchakour
Pages: 52 -68
Author(s): Doyle D. Calhoun
Pages: 69 – 85
Author(s): Patrick Lyons
Pages: 86 – 98
The Shérazade Files: Journalism, Literature, and the Subject of Immigration
Author(s): Madeleine Dobie
Pages: 99 -112
Rescripting the River: Memory, Performance, and the Olympic Spectacle
Author(s): Jihad Azahrai
Pages: 113- 127
Femme en flamme: Looking Hard at Femicide in Nathacha Appanah’s La nuit au cœur
Author(s): Alison Rice
Pages: 128-140
Author(s): Valérie K. Orlando
Pages: 141-154
Nuclear Time and Narrative Time in Kaouther Adimi’s Au vent mauvais
Author(s): Brooke Habit
Pages:
155 -167
Interview with Khalid Lyamlahy, author of Évocation d’un mémorial à Venise (Venice Requiem)
Author(s): Madeleine Dobie, Olivia C. Harrison
Pages: 168 -177
Arts of the Border: Fugitive Bodies at Europe’s Edges by Debarati Sanyal (review)
Author(s): Eszter Zimanyi
Pages:
178 -178
Author(s): David Fieni
Pages: 179 -179
Behind the Seams: Women, Fashion, and Work in 19th-Century France by Susan Hiner (review)
Author(s): Elizabeth Emery
Pages: 179 -180
Points of Entanglement in French Caribbean Travel Writing (1620–1722) by Christina Kullberg (review)
Author(s): Éric Essono Tsimi
Pages: 180 -181
4.6 Australian Journal of French Studies: Now Available Open Access
Liverpool University Press is pleased to share the first open access issue of the Australian Journal of French Studies (AJFS) following the successful achievement of the LUP Open Languages Subscribe to Open (S2O) target for 2026.
All 2026 content from AJFS is now freely available to read worldwide—supporting greater visibility and impact for research, thanks to the support of nearly 500 subscribing institutions.
Chris Watkin, Editor of AJFS, commented:
“I’m absolutely delighted that the Australian Journal of French Studies will publish its 2026 issues open access through the Subscribe to Open programme. This is wonderful news for the journal, for our authors, and for the wider scholarly community, helping to ensure that high-quality research in French and Francophone studies reaches the broadest possible audience.”
To support open access for AJFS in 2027 please recommend the journal to your librarian by 31 March 2027 to help make next year’s research openly available to readers everywhere.
Subscribers also benefit from exclusive archival access, with content dating back to 1964.
Recommend to your librarian to support open access and unlock archival access >
———————————————————————————————————
Table of contents
OBITUARY
Open Access
Peter Sutherland Hambly, FAHA, CPA (1935–2025)
Jean Fornasiero
RESEARCH ARTICLES
Open Access
IOANA MANEA
Open Access
HANNAH DOYLE
Open Access
Brigitte Bardot, Catherine Deneuve and Marianne: cultural icons and intangible imagery
ROS BRAHAM
Open Access
Emotion in Essay Film: An Algerian Dream (Jean-Pierre Lledo, 2003)
SOPHIE BELOT
Open Access
Trauma Therapy of Victims in Milan Kundera’s Ignorance
QIAN ZHAO
Open Access
MARIE-LAURE VUAILLE-BARCAN and ASH McINTYRE
Open Access
Tripping over borders: Caryl Férey’s “New Zealand” French thriller limps home in translation
ELLEN CARTER
Open Access
CLÉMENT LAURELLI
BOOK REVIEWS
Open Access
Josephine Goldman
Open Access
Song Ke
Open Access
Antonia Wimbush, BUMIDOM (1963-1982) and its Afterlives: Literature, Memory and Migration
Bonnie Thomas
4.7 Journal of Romance Studies: New open access issue now available
Liverpool University Press is pleased to inform you of the latest open access issue of Journal of Romance Studies, published in association with the Institute of Languages, Cultures and Societies, University of London.
Following the successful achievement of the LUP Open Languages Subscribe to Open target for 2026, all 2026 content from the Journal of Romance Studies is now freely available to read worldwide—supporting greater visibility and impact for research, thanks to the support of nearly 500 subscribing institutions.
To support open access for Journal of Romance Studies in 2027 please recommend the journal to your librarian by 31 March 2027 to help make next year’s research openly available to readers everywhere.
Subscribers also benefit from exclusive archival access, with content dating back to 2001.
Recommend to your librarian to support open access and unlock archival access >
———————————————————————————————————
Table of contents
RESEARCH ARTICLES
Open Access
Catherine Davies
Open Access
The director as boundary spanner: The case of Peter Brook
Dominic Glynn
Open Access
Frantz Fanon and the visual: Entangling biography and drawing in Littérature dessinée
Clément Laurelli
Open Access
From Dracula to Drácula: Spanish translations of Bram Stoker’s text
Abigail Lee Six
