Colonial archives often reflect the biases and interests of their creators – powerful individuals, and the imperial state. They are sites of complicated and contested meanings, with many collections existing directly or indirectly as a result of colonisation. Rather than ‘objective’, trustworthy repositories of historical records, archives often assemble the voices of the privileged few. Those with authority over an archive can determine what is documented, remembered, and what is forgotten. They appraise what is worthy of preservation, how collections are organised, catalogued, used, and interpreted. Although people see archives as holding valuable public knowledge, consulting them is not a straightforward process, as acquisition and access are often limited. While some archives can be consulted with prior permission, many ‘sensitive’ or highly confidential documents are subject to limited access or are completely restricted. For these reasons, archives can advertently and inadvertently become sites of concealment and suppression.

In the case of France, the debate over the use of archives, accessibility and declassification hit fever pitch on 15 January 2020, when the secretary-general of Defence and National Security, Claire Landais, imposed a new policy stating that every document from 1940 to 1970 classified as ‘secret’ or ‘top secret’ – even those more than 50 years old – must be formally declassified by the agency that had produced it before it can be communicated to the public. This decision has had profound consequences for access to and use of archival materials related to, inter alia, military divisions of World War II (1940-1945), the First Indochina War (1940-1956), and the Algerian War of Independence (1940-1964). The implementation of this measure has caused widespread opposition in France and around the world, as researchers are now required to make a prior reservation and obtain permission from the Defence Historical Service (DHS) to consult historical documents. More than a year later, in March 2021, Emmanuel Macron announced that he would speed up declassification of archives more than 50 years old, a move that will allegedly help France come to terms with its colonial past. The ramifications of this announcement are yet to be realised and the question of unrestricted archival access remains uncertain.

This conference, which will be held on the 18-19 November 2022, seeks to explore contemporary and historical debates surrounding Francophone colonial archives. We welcome theoretical and critical reflections (papers or panels) on archives in Francophone Postcolonial Studies,* including but not limited to the following topics and questions:

Archives & Public Memory Production: What is the role of archives in constructing social memory and dominant historical narratives? Can museums or libraries replace archives?
Reading Archives: How does researcher positionality influence archival interpretation and selection? How have new ways of thinking about the past challenged more traditional views of ‘the archive’?
Archival Access: Who gets to access archives? What are the barriers to access? Do digital archives have a role in facilitating archival access?
Censorship/Erasure in Archives: Why do archive files from the colonial past keep going missing? What can researchers do to mediate lost or hidden material? What can we learn from ‘silences’ in the colonial archive?
The Politicisation of Archives: How have archives around the Francophone world been constructed, manipulated, or politicised? In what ways have archives been used to legitimise (or delegitimize) political systems?
Decolonising Archives: Is it possible to decolonise archive sources? What are the possibilities of using various ‘anti-colonial’ archives? What can a critical praxis of decolonisation of the archive look like?
‘Alternative’ Archives: In what ways can ‘alternative’ archives (e.g. literature, cultural art works, oral histories, newspapers, paintings, postcards, intangible heritage, etc.) challenge dominant archived histories? Does the concealment of colonial archives present an opportunity for ‘alternative’ archives to construct new historical narratives?
Repatriating Archives: Should colonial archives be returned home? Why has it taken so long to consider the repatriation of historical documents?

Please send abstracts, in English or French of 200 to 250 words as well as a short biography of no more than 100 words to Sara Mechkarini and Dega Sian Rutherford (SFPSconference2022@gmail.com). Although this year’s conference will be held in person, we are also exploring hybrid options to enable Associate Members who are unable to travel to present online.

The deadline for submission of abstracts is 31 May 2022.

*Please note that while the focus of this conference is the Francophone colonial world, we also welcome papers that explore the key themes from a comparative perspective

Appel à Contribution

Les archives (post)coloniales francophones: commémoration, préservation et censure

Vendredi 18 et samedi 19 novembre 2022

Institute of Modern Languages Research, University of London, Senate House, Malet Street, London WC1E 7HU

Les archives coloniales sont souvent le reflet des préjugés et des intérêts de ceux qui les ont créées: des individus puissants, des collectionneurs, et l’État impérial. Elles sont des lieux de savoir complexes et controversés puisque l’existence de nombreuses collections est le résultat direct ou indirect de la colonisation. Loin d’être des répertoires « objectifs » et fiables des événements historiques, les archives sont souvent l’agrégat des voix de quelques individus privilégiés. Les individus dont l’autorité s’étend sur les archives ont le pouvoir de déterminer les événements à répertorier, ceux à commémorer et ceux à ignorer. Ils sont les juges de ce qui a le mérite d’être préservé, de comment les collections sont organisées, cataloguées, utilisées et interprétées. Quoi qu’aux yeux du public les archives contiennent un important savoir public, leur consultation n’est pas un processus sans entraves car les droits d’accès y sont souvent limités. Bien que l’on puisse consulter certaines archives en obtenant une permission préalable, la plupart des documents

« sensibles » ou hautement confidentiels n’admettent qu’un accès limité ou sont complètement scellés. Ainsi, les archives peuvent, à dessein ou involontairement, devenir des lieux de dissimulation ou de suppression.

Dans le cas de la France, le débat sur l’utilisation, l’accessibilité et la déclassification des archives a atteint son point culminant le 15 janvier 2020 lorsque la secrétaire générale de la défense et de la sécurité nationale, Claire Landais, a instauré une nouvelle politique selon laquelle tout document classifié « secret » ou « top secret » entre 1940 et 1970 doit être formellement déclassifié par l’agence qui l’a produit avant qu’il ne soit communiqué au public. Cette décision a des conséquences profondes sur l’accès et l’utilisation des archives ayant trait à, entre autres, les divisions militaires pendant la deuxième guerre mondiale (1940-1945), la première guerre d’Indochine (1940-1956), la guerre d’indépendance d’Algérie (1940-1964). La mise en place de cette mesure, qui oblige désormais les chercheurs à faire une réservation et obtenir une autorisation au préalable auprès du Service Historique de la Défense, a été largement décriée en France et à travers le monde. Plus d’un an plus tard, en mars 2021, Emmanuel Macron a annoncé qu’il accélérerait la déclassification des archives de plus de 50 ans, une action qui devrait aider la France à assumer son passé colonial. Les ramifications de cette annonce sont encore à venir et la question de l’accès sans entraves aux archives demeure incertain

Cette conférence, qui aura lieu les 18 et 19 novembre 2022, vise à explorer les débats contemporains et historiques entourant les archives coloniales francophones. Nous accueillons avec plaisir les réflexions théoriques et critiques sur la question des archives en lien avec les études francophones ainsi que les propositions d’interventions ou de panels sur des sujets* tels que les suivants:

Les archives et la production de la mémoire publique: quels rôles les archives jouent-elles dans la construction de la mémoire sociale et des discours historiques hégémoniques? Les musées et bibliothèques peuvent-ils remplacer les archives?

La lecture des archives: dans quelles mesures la subjectivité des se.s influence-t- elle leur sélection et interprétation des archives?

L’accès aux archives: qui a accès aux archives? Qu’est-ce qui en entrave l’accès? Quels rôles les archives digitales peuvent-elles jouer dans la facilitation de l’accès aux archives?

La censure/l’affichage des archives: qu’est-ce qui explique la disparition récurrente des archives ayant trait au passé colonial? Quels recours les chercheur.se.s peuvent-ils/elles adopter pour atténuer la perte ou la dissimulation des ressources? Quels enseignements tirer des « silences » dans les archives coloniales?

La politisation des archives: comment les archives dans le monde francophone ont-elles été construites, manipulées ou politisées? Comment les archives ont-elles été utilisées pour légitimer (ou délégitimer) des systèmes politiques?

La décolonisation des archives: la décolonisation des archives est-elle possible? Quelles possibilités l’utilisation de certaines archives « anti-coloniales » offrent-elles?

Les archives alternatives: dans quelles mesures les archives « alternatives » (tels que la littérature, les œuvres d’art culturelles, les histoires orales, la presse, les tableaux, les cartes postales, l’héritage intangible, ) peuvent-elles contester les histoires hégémoniques archivées? La dissimulation des archives coloniales offre-t-elle une opportunité de construction de discours historiques nouveaux par le biais des archives « alternatives »?

Le rapatriement des archives: les archives coloniales doivent-elles être rapatriées dans leur pays d’origine? Pourquoi a-t-il fallu attendre si longtemps pour envisager le rapatriement des documents historiques?

Veuillez soumettre vos propositions de communication, entre 200 et 250 mots en anglais ou en français, ainsi qu’une petite note biographique de 100 mots à Sara Mechkarini et Dega Sian Rutherford (SFPSconference2022@gmail.com). Veuillez noter que bien que la conférence de cette année se tienne en personne, nous explorons également des options hybrides pour permettre aux membres associés qui ne peuvent pas se déplacer de présenter en ligne.

La date butoir pour soumettre vos propositions est le 31 mai 2022.

*Veuillez noter que bien que cette conférence se focalise sur le monde francophone, nous acceptons volontiers toute proposition qui aborde les thématiques clés avec une approche comparative.

1.2 Call for Papers: Indigenous Emancipation: The Fight Against Marginalisation, Criminalisation, and Oppression (DL Abstracts: 15 June 2022)

Indigenous Emancipation: The Fight Against Marginalisation,
Criminalisation, and Oppression

Edited by Grace O’Brien, Pey-Chun Pan, and Simon Prideaux as part of the
(In)Justice International Collective

Deadline for Abstracts: 15 June 2022 /| /Deadline for Articles: 15
November 2022

Social Inclusion, peer-reviewed journal indexed in the Social Sciences Citation Index (Web of Science; Impact Factor: 1.333) and Scopus (CiteScore: 2.4), welcomes new and exciting research papers for its upcoming issue “Indigenous Emancipation: The Fight Against Marginalisation, Criminalisation, and Oppression,” edited by Grace O’Brien (Queensland University of Technology), Pey-Chun Pan (National Pingtung University of Science and Technology), and Simon Prideaux ((In)Justice International) as part of the (In)Justice International Collective.

This call for papers is asking for transnational and transdisciplinary studies/expressions of lived experiences facing Indigenous peoples across the globe. Accounts may range from the results of deforestation, (environmental) destruction, and denial of “homelands,” renouncement of human rights, neoliberal exploitation, or indiscriminate impoverishment. Similarly, analysis of the social harms caused by discriminatory incarceration of Indigenous peoples, prejudicial attitudes toward Indigenous women, lack of care or respect for disabled Indigenous people, access to healthcare, and/or the inequity levelled against Indigenous LGBTI+ groups/individuals are also welcome.

Authors interested in submitting a paper for this issue are encouraged
to read the full call for papers here
<https://www.cogitatiopress.com/socialinclusion/pages/view/nextissues#IndigenousEmancipation>.

Abstracts welcome by 15 June 2022.

1.3 PG Poster Competition SFS Annual Conference, 27-29 June 2022, Queen’s University Belfast

To showcase postgraduate research projects at Master’s and PhD level, we are pleased to invite expressions of interest from postgraduate students in creating project posters for the Society for French Studies’ 63rd Annual Conference at Queen’s University Belfast.

We are seeking expressions of interest for entry to our postgraduate poster competition, with prizes awarded for the best poster (£150) and the runner-up (£50).

In-Person

The postgraduate poster sessions will take place on Tuesday 28 June and Wednesday 29 June of the Annual Conference. Participants are welcome to present at either one or both sessions, doing so in either French or English.

These sessions allow students to discuss their research informally with colleagues, using a poster as a visual aid for highlighting a project’s central argument or ideas. The sessions also provide the opportunity to receive feedback and meet leading and emerging scholars in a wide range of fields.

Participants may create their posters using, for example, Microsoft Word or PowerPoint. We highly recommend the free online design software, Canva, which offers templates for posters and infographics. Posters must be submitted in PDF format and will be printed by the conference organisers on A2 paper. Further information, including suggested poster layouts, will be provided in due course.

Virtual

Due to the ongoing challenges posed by the Covid-19 pandemic, we also welcome expressions of interest in creating a virtual poster, should presenters not be able to travel to Belfast. These posters would be displayed as part of an online gallery, available on the SFS website and advertised via social media.

Remote participants will have the opportunity to have their posters printed and displayed at the conference, just as in-person attendees will be able to upload their posters to the online gallery.

Expressions of Interest

To express your interest, please send a short email that outlines the general topic or argument of your proposed poster by 15 April 2022 to Elly Walters (Conference Assistant) and David Ewing (Postgraduate Officer) at the following address: sfsbelfast2022@gmail.com (subject line: ‘SFS poster’).

After this date, we will contact participants with more information, including example posters, file formatting, and layout suggestions. The final poster should then be submitted by 29 May 2022.

If you have any further questions, please do not hesitate to be in touch at sfsbelfast2022@gmail.com.

Elly Walters and David Ewing,

Society for French Studies

1.4 Call for Papers: Global Labor Histories in the Francophone World

The editors of French Historical Studies seek articles for a special issue on labor in France and the francophone world in global perspective, to appear in 2024.

Since the turn of new millennium, a new global history of labor has emerged that focuses on the relationship between structures and practices of labor from at least medieval times to the present day. However, most French historians of labor continue to focus on the Hexagon and to underestimate wider European and global connections and comparisons. Similarly, specialists of slavery and post-slavery in the French colonies rarely extend their analyses to other empires or to labor history in France. This special issue seeks to bridge these gaps by inviting submissions relating labor in mainland France to labor in its colonies and/or other areas, from the early modern to the present day.

Potential themes that lend themselves to comparative or global approaches include:

Economic and social structures of labor and bondage
Labor structures and practices in imperial metropoles and colonies
Gender, race and age profiles in labor structures and practices
Labor protest and revolt
Worker migration and mobility

Queries about submission and other matters should be addressed to the guest editors, Alessandro Stanziani (alessandro.stanziani@ehess.fr) and Gwyn Campbell (gwyn.campbell@mcgill.ca)

To submit an article, visit www.editorialmanager.com/fhs/default.aspx. After registering, follow the submission instructions under “Instructions for Authors” on the website. Articles may be either in English or in French but must in either case conform to French Historical Studies style and must be accompanied by 150-word abstracts in both French and English. Manuscripts may be between 8,000 words and 12,000 words. For illustrations, stills, or film clips, authors must obtain written permission for both print and online publication from the relevant persons or institutions.

Deadline for submission of papers to FHS is August 20, 2022.

Appel à contributions : Histoires croisées du travail dans le monde francophone

Les éditrices de French Historical Studies lancent un appel à articles pour un numéro spécial de la revue sur le travail en France et dans le monde francophone à la lumière de l’histoire globale, à paraître en 2024.

Depuis le tournant du nouveau millénaire, l’histoire globale du travail a donné vie à une énorme quantité de travaux reliant les formes et les pratiques du travail de régions différentes, depuis le Moyen-Âge et jusqu’à nos jours. Cependant, dans les mondes francophones, cette tendance est encore incertaine ; les historiens du travail en France se limitent le plus souvent à l’Hexagone et ignorent les connexions et les comparaisons avec d’autres régions d’Europe et du monde. Pour leur part, les spécialistes de l’esclavage et du post-esclavage dans les colonies françaises difficilement relient leurs investigations aux dynamiques dans d’autres Empires ou même à l’évolution du travail en France. Cet appel vise à dépasser ces barrières et invite des soumissions reliant le travail en France à celui d’autres pays et/ou de ses colonies. La période couverte s’étale de l’époque moderne jusqu’à nos jours.

Thématiques envisagées (liste non exclusive), toutes dans une perspective d’histoire connectée, globale ou comparée :

Les structures économiques et sociales du travail et de la coercition
Structures et pratiques du travail dans les métropoles impériales et dans les colonies
Le genre dans les structures et les pratiques du travail
La race dans les structures et les pratiques du travail
L’âge dans les structures et les pratiques du travail
La résistance au travail
Migrations et mobilité

Toute question est à adresser à nos deux directeurs du numéro spécial : Alessandro Stanziani (alessandro.stanziani@ehess.fr) et Gwyn Campbell (gwyn.campbell@mcgill.ca).

Pour soumettre un article, veuillez consulter www.editorialmanager.com/fhs/default.aspx. Après vous être enregistré(e), suivez les instructions de la section « Instructions for Authors ». Les articles peuvent être soumis en anglais ou en français, mais, dans les deux cas, ils doivent être conformes au style de FHS, et doivent être accompagnés d’un résumé ou abstract de 150 mots, dans les deux langues. Les manuscrits doivent comporter entre 8000 et 12000 mots. Concernant les illustrations, prises de vue, ou extraits de film, les auteurs doivent obtenir la permission écrite de les publier sous forme papier et digitale de la part des personnes dépositaires des droits sur ces images ou extraits audiovisuels, ou de la part des responsables des institutions d’où les images sont originaires.

La date limite pour soumettre les articles est fixée au 20 août 2022.

1.5 CFP: DDFC – RESISTANCE A Two-day Virtual Conference (Nov. 4-5, 2022)

A Two-day Virtual Conference (Zoom)

Date: November 4-5, 2022

Organizers:

The Diversity, Decolonization, and the French Curriculum Steering Committee (DDFC)

Since our inaugural conference in 2020, “Diversity, Decolonization, and the French Curriculum”, DDFC has become an organized collective with a steering committee, action groups, and regular events to work towards our mission of fostering conversations in French & Francophone studies that center social justice and empower scholars and practitioners. Following our first conference, a number of participants joined Dr. Siham Bouamer and Dr. Loic Bourdeau (DDFC founding members) to put together Diversity and Decolonization in French: New Approaches to Teaching (April 2022). This volume reconceptualizes the French classroom through a more inclusive lens and is grounded in “complaint as a feminist pedagogy” (Ahmed 2021, 7). The chapters “provide testimonies of instructors’ experiences in the classroom and point out the shortcomings and inequity they have encountered, contested, and untangled” and ultimately call for different forms of resistance, whether against the canon, assessment, textbooks, socio-historical frameworks, etc.

Our goal as a collective is also to bring together scholars, teachers, and practitioners on a biannual basis to share new resources and ideas around a specific theme. In a time of rising authoritarianism across many global contexts, which includes but is not limited to legislative attempts in the United States to control curricula and thwart social justice (e.g., attacks on Critical Race Theory (CRT) and trans people), RESISTANCE, the 2022 DDFC conference theme, is as urgent as ever. We invite proposals for 15-min presentations, complete panels (of 3 or 4), or other formats such as roundtable discussions, book club, etc. We ask that all proposals offer concrete examples and practical tools to benefit all attendees. Topics may include, but are not limited to:

Complaint as resistance
Forms of resistance in the profession: collectives, organizations, unions, mentoring programs, etc.
Graduate education and power dynamics: how to resist?
Learning from past traditions of resistance
Resistance and positionality: who resists? Who can resist?
Resistance and tokenism
Resisting “la francophonie”
Resisting and defending one’s (language) program
Resisting authorities: legislatures, parents, school leaders, etc.
Resisting outside the classroom
Resisting textbooks and traditional curricula/resisting traditional pedagogies and assessments
Resisting the (literary) canon
Surmounting internalized resistance to change
Abstracts of 250 words (single papers) – 600 words (other formats) should be sent to ddfcemail@gmail.com by August 1, 2022. Selected contributors will be notified in September. In addition to your proposal, we ask that you submit the name of 3 to 5 references of your choice that resonate with our theme, Resistance. These may but do not have to relate directly to your proposals. We will build a database to share with all participants during the conference.

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

1.6 CLP-NCFS 2022-Reminder

This is a friendly reminder that submissions are due on April 1 for NCFS 2022, which will take place at the Marriott Downtown in New York City. The theme of the conference is Transatlantics/ Transatlantiques, and the CFP can be found here.

We are delighted to announce that our keynote speaker will be Professor Marlene Daut. Her talk is scheduled to take place on the Friday of the conference, Nov. 4, 2022.

Please send your abstract of 250–300 words as an attachment in Word to ncfs2022@gmail.com. We would appreciate it if you would remove your name from the attachment, while including all relevant details in the email.

Thanks to all who have already submitted. We look forward to reading your submissions!

Best wishes,

the NCFS 2022 Organizers

Rachel Corkle

Susan Hiner

Bettina Lerner

Rachel Mesch

1.7 Abstracts due by 3 April for SFS Postgraduate Conference 2022 – ‘After Work/Après le travail’

UK Society for French Studies Postgraduate Conference 2022

Friday 27 May – King’s College London

Keynote speaker: Dr Elliot Evans (University of Birmingham)

This year’s Society for French Studies Postgraduate Conference is an invitation to imaginative and critical reflection on the theme of ‘after work’.

Inspired by Henri Lefebvre’s insight that experiences of non-work can provide a vantage point from which to evaluate workaday life, the topic aims to focus on the far side of work, the better to think its place in the lives of individuals and collectives.

The conference invites reflection on distributions of daily time in French and Francophone histories and cultures. What can be accomplished after work? Is it possible to conceive such accomplishments as forms of after-work? How has the boundary between work and non-work been constructed? What forms of time-managing practices can be found in French and Francophone cultural and intellectual histories, and what might such practices tell us about ways of relating to work, to the self, to the world, and to others?

The topic also opens onto literary-critical questions: what comes after the work of reading and of textual analysis? How is it that some texts seem to do their work after we close a book? Is the critic or reader ‘back at work’ in such cases? And how can we think the task of literary research from the standpoint of what happens ‘after work’?

Criticisms of the very notion of an ‘after’ to work are encouraged. These might be taken from the point of view of reproductive labour, night work, overwork, or burnout; or from philosophical perspectives that would trouble a clear distinction between before and after. The conference also invites engagement with horizons of a world after work, from political and theoretical debates over automation and basic income to utopian imaginings of idleness, creativity, or play.

As a work-in-progress seminar, the conference is a challenge to the suggestion of completed work in its title. Indeed, the theme is inspired by the idea that, as researchers, we can have generative conversations about ongoing work when we are no longer at our desks (a notion that has been all the more apparent since the onset of the pandemic). Postgraduate students are therefore invited to share, discuss, and reflect on their research-in-progress with a collaborative audience. Contributions are invited from across the fields, periods, and geographies that make up French and Francophone studies.

Topics that might be addressed include, but are not limited to:

Valuations of work and of not working
Leisure, rest, creativity, and play
Distributions of work in time and space
The politics of time
Temporalities of unwaged work
Reproduction and futurity
Scheduling practices
The workdays and nights of cultural producers
‘After work’ in literary and cultural forms
Reading as work and/or ‘after work’ activity
Revising and coming back to work
Retroactivity
Xenofeminism
Temporalities of scholarly work
Evenings, nights, mornings, breaks
Métro-boulot-dodo
Retirement

To apply, please send an abstract of maximum 300 words including your name, institution (if applicable), level of study, and dissertation/thesis working title to sfspostgradconf2022@gmail.com by 3 April 2022. Please note that presentations will be 15 minutes in length and can be given in English or French.

The conference will be held in-person at King’s College London. Registration and catering are free of charge. Students who are members of the Society for French Studies are eligible to apply for funding to help with transport costs. Speakers who are non-members are kindly asked to seek financial help from their own institutions to cover travel costs.

If you have any questions or concerns regarding accessibility, please do not hesitate to contact the organisers at sfspostgradconf2022@gmail.com.

Organisers: David Ewing and Elly Walters

Appel à contributions

Après le travail

UK Society for French Studies Postgraduate Conference 2022

Le vendredi 27 mai, King’s College London

Conférencier.e invité.e: Dr Elliot Evans (University of Birmingham)

Nous invitons des propositions de communication de la part d’étudiant.e.s en master ou en thèse dans le champ interdisciplinaire des études françaises et francophones pour notre Postgraduate Conference 2022, intitulé « Après le travail ».

Le colloque est une invitation à réfléchir de manière critique et créative au thème de « l’après-travail ». Suivant une idée avancée par Henri Lefebvre, à savoir que les expériences du non-travail fournissent un point de vue permettant de critiquer nos travaux quotidiens, nous proposons d’assumer la perspective de l’après-travail, afin de mieux réfléchir aux sens que nous conférons au travail dans la vie privée et dans nos vies communes.

Nous invitons des interventions sur les distributions du temps quotidien dans les histoires et les cultures de la France et du monde francophone. Que peut-on accomplir après le travail ? Est-il possible de concevoir de tels accomplissements comme des formes propres de « l’après-travail » ? Comment a-t-on construit des frontières entre le travail et le non-travail ? Quels modes de gestion temporelle peut-on discerner dans les histoires culturelles et intellectuelles de la France et du monde francophone, et que peuvent-ils nous dire sur nos relations au travail et au monde, à soi et à autrui ?

Le thème porte également sur des questions littéraires : qu’est-ce qui se passe après le travail de la lecture ou de l’analyse textuelle ? Comment est-ce que le texte littéraire « fait son travail » une fois le livre fermé ? Dans de tels cas, la critique est-elle de retour au travail ? Et comment peut-on penser le processus de la recherche littéraire du point de vue de ce qui advient après le travail ?

Nous encourageons des contributions qui contesteraient l’idée que le travail soit forcément suivi d’un « après », que l’on parte du point du vue du travail reproductif ou du travail nocturne, du surmenage ou de l’épuisement. Le colloque invite également des perspectives philosophiques qui troublerait une distinction nette entre un avant et un après, tout comme des réflexions sur un monde après le travail, qu’il s’agisse de débats théoriques et politiques autour de l’allocation universelle ou d’imaginaires utopiques de l’oisiveté, de la créativité, ou du jeu.

L’idée d’un travail achevé est justement remise en question par l’organisation de la journée sous forme de séminaire de travail. En effet, le colloque est inspiré par le sentiment – d’autant plus saillant depuis l’avènement de la pandémie – que nous pouvons discuter de nos recherches en cours d’une manière à la fois plus créative et réflexive une fois que nous avons quitté le bureau. Ainsi, nous invitons des étudiant.e.s en master ou en thèse à partager leur travail en cours avec une audience collaborative et diverse. Nous encourageons l’envoi de contributions couvrant toutes les périodes et des disciplines aussi variées que la littérature, le théâtre, le cinéma, les études queer, les études postcoloniales, la sociologie, la performance, l’écriture d’invention, la traduction, la philosophie, ou les études culturelles. Les intervenant.e.s sont libres de présenter en anglais ou en français.

Les domaines de présentation peuvent inclure, sans s’y limiter :

La valeur du travail et du non-travail
Le loisir, le repos, la créativité, et le jeu
Distributions du travail dans le temps et dans l’espace
Temps et politique
Temporalités du travail non rémunéré
Reproduction et futurité
Pratiques de gestion temporelle
Jours et nuits de travail des producteurs culturels
« Après le travail » comme thème littéraire ou culturel
La lecture comme activité de travail ou d’après-travail
Révision du travail
La rétroactivité
Le xénoféminisme
Temporalités du travail intellectuel
Les soirs, les nuits et les pauses
Métro-boulot-dodo
La retraite

Pour candidater, veuillez envoyer votre proposition (max. 300 mots) pour une présentation de 15 minutes, accompagnée de votre nom, affiliation institutionnelle (si applicable), et niveau d’études à sfspostgradconf2022@gmail.com avant le 3 avril 2022.

Le colloque aura lieu à King’s College London et la participation sera gratuite, y compris le déjeuner. Les étudiant.e.s membres de la SFS peuvent postuler à une « Research Support Grant » pour les aider à couvrir leurs frais de déplacement. Il est demandé aux participant.e.s et intervenant.e.s non-membres de recourir à l’aide de leur institution de rattachement pour couvrir les frais de déplacement.

Si vous avez des questions au sujet de l’accessibilité, n’hésitez pas à nous contacter à sfspostgradconf2022@gmail.com.

Organisation: David Ewing and Elly Walters

1.8 Call for Papers: 20th and 21st-Century French and Francophone Studies International Colloquium, April 13-15, 2023, University of Arizona

CALL FOR PAPERS

20^th and 21^st-Century French and Francophone Studies International Colloquium

https://colloque-2023.arizona.edu

Plenary Speakers:

Marie Darrieussecq

Abdellah Taïa

April 13-15, 2023

University of Arizona

Loews Ventana Canyon, Tucson, AZ

Organizing Committee: Denis M. Provencher and Alain-Philippe Durand

Disassembling and Reassembling Cultures in the Desert

“Desert: luminous, fossilized networks of an inhuman intelligence, of a radical indifference—the indifference not merely of the sky, but of the geological undulations, where the metaphysical passions of space and time alone crystallize. Here the terms of desire are turned upside down each day, and night annihilates them. But wait for the dawn to rise, with the awakening of fossil sounds, the animal silence.” Baudrillard, “Vanishing Point” in America.

In the 1980s, Baudrillard’s philosophical travel guide to America detailed the desert very much as an “astral” site and a contemplative place. For Baudrillard, the desert was a place stripped of culture or an “un-culture” where life was radically subsumed by the verticality of the sky and the geology of the land. With Tucson, Arizona being the site of the next 20^th and 21^st-Century French and Francophone Studies Colloquium and having been named in 2016 the first UNESCO city of gastronomy in the United States, it seems an appropriate time to re-evaluate the desert as a space supposedly apart from culture and to re-examine Baudrillard’s vision, among others.

How can we see the desert as a new site of culture, life, sustainability and sustenance? How does the desert engage historically with cultures, people, and power? Does the desert allow us the space and time to strip away old theoretical paradigms and to see the world’s cultures and future differently? How are these visions, horizons, and futures represented in literature, contemporary art, film, dance, music, and other contemporary cultural productions of French expression? How do these themes factor into postmodern and postcolonial theories, gender theories, cultural studies, and sexuality studies? Do new cultural phenomena and new technologies change our view of the desert and of life? Of these visions, horizons, and futures?

With our profession now two decades into the twenty-first century, it also seems timely to assess where we are headed in 20^th and 21^st-Century French and Francophone Studies. As we move further along into the 21^st century, how can the desert as a paradigm help us to disassemble the theories of the 20^th century and to reassemble them to find new visions for the future of our profession?

We invite paper proposals in the following fields: literatures of French expression, literary theory, cultural studies, anthropology, history, gender and postcolonial studies, sexuality studies, translation, and art, including music, dance, film and media studies, photography, and the graphic novel.

In addition to individual proposals, we encourage the submission of complete panel proposals. The organizing committee will welcome particularly, but not exclusively, proposals addressing the following themes:

– Time/space upheaval and reorganization

– Artificial trans-plants

– Oasis and desert

– Empire and desert

– Indigeneity and desert

– Artificial and authentic paradises

– Mirage and simulacra

– New emerging cultures

– New horizons and the living

– Humans, non-humans, cyborgs, mutants, and endangered species

– Solitude

– Migrations and trans-plants in the desert

– Pathways and self-inquiries

– Zoopoetics

– Anthropocene

– Ecology

– Adaptation, climate change, and survival

– Water and sustainability

– Baudrillard, Virilio, and the speed of the image

– Modernity and utopia

– Place and food

– Gastronomy

– Places and non-places

– Fertility, reproduction, and regeneration

– Queer futures and non-reproduction

– Two decades into the 21^st century

– The state of the field of 20^th/21^st century French and Francophone Studies

– Our place in the Academy and the evolving Humanities

– Global and local heritage sites (UNESCO, etc.)

We also welcome proposals for papers and panels on the works of our plenary speakers Marie Darrieussecq and Abdellah Taïa (subject open).

Paper proposals (250 words maximum, in French or English, along with a brief bio-bibliography) and proposals for complete panels (strongly encouraged) should be sent by email to the following address 2023-colloque@email.arizona.edu before September 15, 2022. For complete panels, please submit contact information for all participants.

APPEL À CONTRIBUTIONS

Colloque International des Etudes françaises et francophones du 20ème et 21èmes siècles

https://colloque-2023.arizona.edu

Conférenciers invités:

Marie Darrieussecq

Abdellah Taïa

13-15 avril 2023

University of Arizona

Loews Ventana Canyon, Tucson, AZ

Organisateurs: Denis M. Provencher et Alain-Philippe Durand

Défaire et refaire les cultures dans le désert

“Désert : réseau lumineux et fossile d’une intelligence inhumaine, d’une indifférence radicale—non seulement celle du ciel, mais celle des ondulations géologiques où seules cristallisent les passions métaphysiques de l’espace et du temps. Ici se renversent les termes du désir, chaque jour, et la nuit les anéantit. Mais attendez que le matin se lève, avec l’éveil des bruits fossiles, du silence animal.” Baudrillard, “Vanishing Point” dans Amérique.

Dans les années 80, le guide de voyage philosophique de Baudrillard, Amérique, décrivait le désert à la fois comme un site astral et comme un lieu contemplatif. Pour Baudrillard, le désert représentait un lieu dépouillé de la culture ou une « non-culture » où la verticalité du ciel et la géologie de la terre subsument la vie. La ville de Tucson, Arizona – site du prochain colloque des études françaises et francophones des vingtième et vingt-et-unième siècles – étant la première ville américaine inscrite en 2016 au patrimoine mondial de l’UNESCO en tant que « capitale gastronomique », il nous semble donc opportun de réévaluer le désert en tant qu’espace soi-disant hors culture et de réexaminer la vision de Baudrillard, parmi d’autres.

Comment pouvons-nous voir le désert en tant que nouveau site de culture, de vie et de durabilité ? Comment est-ce que le désert interagit historiquement avec les cultures, les peuples, le pouvoir ? Le désert nous donne-t-il l’espace et le temps pour dépouiller de vieux paradigmes théoriques et envisager les cultures mondiales et l’avenir différemment ? Comment est-ce que ces visions, horizons et l’avenir sont représentés dans la littérature, l’art contemporain, le cinéma, la danse, la musique, et les autres productions culturelles d’expression française et francophone ? Comment ces thèmes prennent-ils en compte les théories postmodernes, postcoloniales, culturelles, d’études de genre et sexualité ? Les nouveaux phénomènes culturels et les nouvelles technologies changent-elles notre point de vue sur le désert et sur la vie ?

Après les deux premières décennies du vingt-et-unième siècle, il nous semble opportun de faire un bilan des études françaises et francophones des 20^ème et 21^ème siècles. Le paradigme du désert peut-il nous aider à nous débarrasser des théories du 20^ème siècle afin de proposer de nouvelles visions pour l’avenir de/dans notre profession ?

Nous invitons des propositions de communication dans les domaines suivants : littératures d’expression française, théorie littéraire, études culturelles et/ou postcoloniales, anthropologie, histoire, études de genre et sexualité, traduction, arts tels que la musique, la danse, le cinéma, les médias, la photographie, et la bande dessinée.

En plus de propositions individuelles, nous encourageons vivement les propositions de séances complètes. Le comité scientifique accueillera avec intérêt des propositions portant sur les thèmes suivants, sans que ceux-ci soient restrictifs :

– Bouleversement et réorganisation du temps et de l’espace

– Greffes artificielles

– Oasis et désert

– Empire et désert

– Indigénéité et désert

– Paradis artificiels et authentiques

– Mirage et simulacre

– Nouvelles cultures émergentes

– Nouveaux horizons et modes de vies

– Humains, non-humains, mutants, cyborgs et espèces menacées

– Solitude

– Migrations et transplantations dans le désert

– Cheminements et quête de soi

– Zoopoétique

– Anthropocène

– Ecologie

– Adaptation, changement climatique et survie

– Eau et durabilité

– Baudrillard, Virilio et la vitesse de l’image

– Modernité et utopie

– Gastronomie

– Lieux et non-lieux

– Fertilité, reproduction et régénération

– L’avenir queer et la non-reproduction

– Deux décennies du 21^e siècle

– Etat des lieux des études françaises et francophones des 20^ème/21^ème siècles

– Notre place dans le monde universitaire et l’évolution des Humanités

– Sites du patrimoine mondial et local (UNESCO, etc.)

Des propositions individuelles ou des sessions complètes portant sur les œuvres de nos conférencier(ères) en séance plénière Marie Darrieussecq et Abdellah Taïa (sujet ouvert) sont aussi les bienvenues.

Les propositions de communication (250 mots maximum, en français ou en anglais, accompagnées d’une brève notice bio-bibliographique) et de séances complètes (celles-ci vivement encouragées) sont à envoyer par e-mail à l’adresse

2023-colloque@email.arizona.edu avant le 15 septembre, 2022. Pour les sessions complètes, merci d’envoyer les coordonnées de tous les participants.

1.9 CALL FOR PAPERS: Carceral Policy, Policing and Race Conference, 7-8 September, SOAS University of London. DEADLINE 2nd MAY

SOAS is pleased to announce the inaugural conference of “Carceral Policy, Policing and Race” to mark the launch of a new Project, headed by the Rt Hon David Lammy MP.

In the wake of a resurgent Black Lives Matter movement, we have witnessed a renewed dialogue about the salience of race in systems of policing and prisons. However, this has not been translated into a sustained conversation about the global reality of Black, brown and Indigenous internment. Recalibrating a discussion that has been dominated by perspectives from the Global North, the Carceral Policy, Policing and Race Project explores the varying realities – and meanings – of carcerality around the world, and asks how these realities have been shaped by histories of colonialism and slavery. We will adopt a truly comparative framework to connect the carceral experiences of those across the traditional African, Asian and Middle Eastern remit of SOAS to those in Europe, the Americas and Oceania. Grounded in this understanding, the Project will also discuss solutions, forms of resistance and alternative futures. Identifying action that is already being taken, as well as exploring new paths that remain uncharted, the Project will ask what it would mean to “decolonise” systems of criminal justice around the world.

We are launching this Project with an inaugural conference on the 7-8 September 2022, bringing together a wide network of academics, activists and professionals, united by their concerns over the salience of race in systems of prisons, policing and detention.

We are now welcoming the following submissions:

1. Academic/research abstracts. Space will be made for submissions from graduate students and early year academics.
2. Proposals from activists, public servants, practitioners, professionals, lawmakers and those willing to share their experience of incarceration, detention and police repression.
3. Abstracts from authors of recently published or forthcoming books, to be discussed with selected respondents.

Please email your submissions (max. 500 words) to Oly Durose at od8@soas.ac.uk or carceralpolicy@soas.ac.uk. The conference will take place on a hybrid basis, so please detail whether you wish to attend in person or online. We hope to have bursaries available for those who would otherwise not be able to attend. Please provide an additional short statement (max. 200 words) if you would like to apply for this funding. If you would like to discuss any proposals before submitting, or require any further information, please get in touch. The deadline for submissions is Monday 2nd May.

We would be so grateful if you were able to circulate this CfP to anybody who you think may be interested. You can find more information about the Project and Conference here: https://www.soas.ac.uk/law/research/projects/carceral-policy-policing-and-race/

1.10 Journal of Amazigh Studies: Call for Papers

Algeria and Imazighen: After 60 years of Independence a Retrospective and Assessment

The first volume of the Journal of Amazigh Studies is dedicated to a broad reflection on the situation of Imazighen in Algeria since the country’s independence. 2022 marks Algeria’s 60^th anniversary of independence from France. In 1962, after seven years of one of the bloodiest de-colonial wars in history, Algeria celebrated a remarked victory. However, it was bittersweet for most Algerians who had lost so much. Yet, freedom has a price Algerians have been told, as “liberation and sacrifice” has been the Algerian governments’ mantra since independence. Algeria, they proclaim, is a country of valiant martyrs and proud people.

But of course, the story does not end nor start there. The clichéd image of a country of proud and strong Algerians unified in their just fight against colonialism is shadowed by another reality. The war was multifaceted and fraught with internal dissension, confusion, compromises, duplicity, and preventable losses. Moreover, because the war was not between armies but a war of the French army on the Algerian people, the population was often caught between different and sometimes divergent demands and expectations, especially in rural areas. Also, Algerians did not suffer equally during the war, whether in urban or rural areas. Some regions were targeted more than others. Some parts of the population were subjected to greater violence than others, such as the calculated violence against Kabyle (Amazigh from Kabylia) women in the mountains.

The Amazigh people, also known as Imazighen (plural of Amazigh) and formally called Berbers are the indigenous people of North Africa. They were at the forefront of the long struggle for national liberation in Algeria. Still, this history has been cut from the official narrative. Claims of cultural and linguistic specificities raised before and during the war were evacuated after the liberation. All protests from the Amazigh regions were answered with charges of sedition and a counter-revolutionary intention to divide the country and, worse, collaborate with the enemy (France or Israel generally). For any Algerian who follows the official narrative of liberation and the ideological construction of Algeria as exclusively Arab and Muslim as defined by its constitution and institutional supports (education, media, etc.), these allegations make Imazighen enemies of the nation.

Sixty years into independence, it is time to examine and assess the situation of Imazighen in Algeria from a political, cultural, linguistic, historical, artistic, economic, environmental, and gender standpoint. For its inaugural issue, the Journal of Amazigh Studies invites scholars from diverse fields, including linguistics, cultural studies, gender studies, postcolonial studies, visual and performing arts, literature, political studies and other relevant research fields to send a proposal that addresses the situation of Imazighen after 60 years of Algerian independence. All work should be original and previously unpublished.

Please submit a working title, a 300-word abstract, and a 150-word biographical statement via email to Fazia Aïtel ( faitel@cmc.edu ) by April 15, 2022. Paper proposals should be submitted in English, French, or Tamazight.

Suggested areas of focus may include, but are not limited to, the following:

-Imazighen and the Algerian war

The consequences of the Algerian war on Imazighen

-The Amazigh Spring, the Black Spring, the Hirak

-Amazigh women

-Amazigh film, literature, art, song

-The Amazigh language

-Religion

-Environment, the ecosystem

-Education

-Human rights

-Amazigh studies

The Journal of Amazigh Studies is an interdisciplinary double-blind peer-reviewed academic journal.

Key dates

Abstract submission deadline: April 15, 2022

Notification of acceptance: April 20, 2022

Full article submission (max 6000 words): November 1, 2022

Publication: December 2022

Appel à contribution pour le premier volume de la revue Journal of Amazigh Studies

Imazighen en Algérie : 60 ans après l’’indépendance, rétrospective et bilan

Le premier volume de la revue Journal of Amazigh Studies sera consacré à une vaste réflexion sur la situation des Imazighen en Algérie depuis l’indépendance du pays. L’année 2022 marque le 60ème anniversaire de l’indépendance de l’Algérie. En 1962, après sept ans d’une des guerres coloniales les plus sanglantes de l’histoire, l’Algérie célébrait une victoire remarquée. Cependant, cette victoire avait un goût amer pour de nombreux Algériens qui avaient tant perdu. Mais le sacrifice est le prix à payer pour être libre, comme l’ont assené tous les gouvernements algériens depuis l’indépendance. L’Algérie, ont-ils martelé, est un grand pays libéré par de valeureux martyrs et doté d’un peuple libre et fier.

Pourtant, l’image d’un pays libéré par des Algériens fiers et unis dans leur juste combat contre le colonialisme est contrariée par une réalité plus nuancée. La guerre était aussi faite de dissensions internes, de malentendus, de compromissions, et de pertes évitables. De plus, parce que ce n’était pas une guerre entre armées mais une guerre de l’armée française contre le peuple algérien, la population était souvent prise en étau entre des attentes différentes et parfois divergentes, notamment dans les zones rurales. De plus, les Algériens n’ont pas souffert de la même manière pendant la guerre selon qu’ils habitaient des zones urbaines ou rurales. Certaines régions ont été plus ciblées que d’autres ; certaines parties de la population ont subi des violences plus graves que d’autres, comme la violence calculée contre les femmes kabyles (amazighes de Kabylie) dans les montagnes.

Imazighen (pluriel d’Amazigh), connus auparavant sous le terme de Berbères, sont les autochtones de l’Afrique du Nord. En Algérie, ils furent à l’avant-garde de la longue lutte pour la libération nationale, un rôle qui a été effacé du récit officiel. Les revendications culturelles et linguistiques exprimées avant et pendant la guerre ont été bannies après la libération. Toute manifestation ou protestation venant des régions amazighes était considérée comme des actes de sédition, une intention contre-révolutionnaire pour diviser le pays ou, pire , de collaboration avec l’ennemi (la France ou Israël en général). Pour tout Algérien qui accepte le récit officiel de la libération et la construction idéologique d’une Algérie exclusivement arabe et musulmane telle que définie par sa constitution et ses supports institutionnels (éducation, médias, etc.), ces allégations font des Imazighen des ennemis de la nation.

Soixante ans après l’indépendance, où en sont les Imazighen ? Cet anniversaire nous donne l’occasion d’évaluer leur situation en Algérie du point de vue politique, culturel, linguistique, historique, artistique, économique, environnemental et de genre. Pour son premier volume, Journal of Amazigh Studies invite des chercheuses et chercheurs de diverses spécialisations, notamment dans le domaine linguistique, les études culturelles, les études de genre, les études postcoloniales, les arts visuels et du spectacle, la littérature, les études politiques et d’autres domaines de recherche pertinents, à envoyer une proposition d’article qui aborde la situation des Imazighen après 60 ans d’indépendance algérienne. Tous les travaux doivent être originaux et inédits.

Veuillez soumettre un titre de travail, un résumé de 300 mots et une brève notice biographique par courrier électronique à Fazia Aïtel (faitel@cmc.edu) avant le 15 avril 2022. Les propositions de communication doivent être soumises en anglais, en français ou en tamazight.

Quelques-unes des pistes et thématiques envisagées (liste non limitative) pourraient être les suivantes :

-Imazighen et la guerre d’Algérie

-Les conséquences de la guerre d’Algérie sur les populations amazighes

-Le Printemps Amazigh, le Printemps Noir, le Hirak

-Femmes amazighes

-Cinéma, littérature, art, chanson amazigh

-La langue amazighe

-Religion

-L’environnement, l’écosystème

-Éducation

-Droits humains

-Études amazighes

Journal of Amazigh Studies est une revue universitaire interdisciplinaire avec comité de lecture.

Calendrier

Date limite de l’envoi des propositions : 15 avril 2022

Notification d’acceptation : 20 avril 2022

Envoi de l’article complet (max 6000 mots) : 1er novembre 2022

Parution : décembre 2022

2. Job and Scholarship Opportunities

2.1 Job Posting: Maynooth University

We are seeking an excellent academic to join our staff on a temporary basis as an Assistant Lecturer in French Studies with a specialism in Applied Linguistics, Second Language Acquisition, or Foreign/Second-Language Pedagogy. The person appointed will have a proven record of teaching, research, and publication, appropriate to career stage. He/she/they will be expected to make a strong contribution to the teaching programme in French Studies and Applied Linguistics and undertake teaching duties on the School’s undergraduate and postgraduate programmes. This is a fixed-term contract post of 6 months and it is for on-campus teaching. The closing date for applications is 3rd April 2022. Full details of the post can be found on the Maynooth University website. If you have any queries, please contact julie.rodgers@mu.ie.

2.2 Post of Lecturer in Translation at the University of Portsmouth

The University of Portsmouth is seeking to appoint a Lecturer in Translation Studies to teach in the School of Languages and Applied Linguistics. This work will be at both undergraduate and postgraduate level. Teaching will be both face-to-face and online.

Applicants must be able to contribute to a range of translation modules, and also the research profile of the School. Expertise in translation technologies is essential. An ability to contribute to the teaching of translation in the one of the following combinations is an advantage:
· Arabic/English
· French into English
· English into Japanese

We are looking for a talented individual with a strong commitment to high quality teaching. The successful candidate will have excellent interpersonal skills, be student-centred, and have experience of teaching, preferably across a range of levels. A knowledge of online/blended learning is essential, as is having experience of teaching CAT tools, MT post-editing and subtitling.

For more information and to apply, use this link.

2.3 NUAcT PhD Studentship: Diasporic Memory Practices

The School of Modern Languages at Newcastle University invites applications for a fully funded doctoral studentship in the area of cultural memory studies, diaspora and remembrance. Supervised by Dr Catherine Gilbert, the successful candidate will have the opportunity to design their own research project, which coheres with Dr Gilbert’s broad interest in Memory Studies and resonates with her current project on ‘Genocide Commemoration and Education in the Rwandan diaspora’.

The successful candidate should have experience working in the field of cultural memory studies, with a disciplinary background in e.g. anthropology, modern languages, history, education or a related area. The person appointed will develop their own programme of research in relation to the broad themes of diaspora, commemoration, education and cultural responses to conflict and violence.

The award will cover 100% of home (UK) tuition fees and an annual stipend (living expenses) of £15,609. International fees may be awarded in exceptional cases.

The deadline for applications is Friday 29 April 2022.

Full details of the position and how to apply are available here: https://www.ncl.ac.uk/postgraduate/fees-funding/search-funding/?code=H0000016

Please send any enquiries to catherine.gilbert@newcastle.ac.uk

2.4 Newcastle University “Futures” appointments

Newcastle University has opened a call for applications to its “Futures” initiative. Multidisciplinary posts are available in areas including Digital Modern Languages.
Through NU Futures, the university is looking to make senior level appointments (Senior Lecturers and Professors). Deadline 26 April.
For further details and a candidate pack, go to https://www.ncl.ac.uk/futures/

2.5 College Assistant Professor (College Lecturer) in French, University of Cambridge, St Catharine’s College

Location:	Cambridge
Salary:	£42,149 to £53,348 p.a. Grade 9
Hours:	Full Time
Contract Type:	Permanent
Placed On:	23rd March 2022
Closes:	18th April 2022

St Catharine’s College in the University of Cambridge invites applications from suitably qualified candidates for appointment as a College Assistant Professor (College Lecturer) in Modern Languages (French). The post is tenable to the retiring age subject to a probationary period of five years. It is expected that the post-holder will start on 1 September 2022.

The post-holder will be required to undertake 12 hours of small-group College teaching per week during Terms, and to assume the role of Director of Studies in MML. The post-holder will also be research-active in their chosen specialism. It is expected that the successful applicant will hold a doctoral degree at the time of taking up the post. Teaching and research expertise in the field of Francophone literary and cultural studies would be an advantage.

The post-holder will normally be elected to an Official Fellowship of the College, which carries a range of benefits and responsibilities. Remuneration for the post will be at a point within Grade 9 of the University of Cambridge pay spine (currently £42,149 – £53,348). There may also be opportunities to contribute to teaching programmes in the Faculty of Modern and Medieval Languages and Linguistics, which would be separately remunerated.

Please visit our website here: https://www.caths.cam.ac.uk/about-us/vacancies/college-assistant-professor-college-lecturer-french for full details including further particulars and a link to the online application system.

The closing date (for the receipt of both applications and references) is noon on Monday 18 April 2022 with in-person interviews to be held on Tuesday 3 May 2022.

Information on St Catharine’s College can be found on the College website (www.caths.cam.ac.uk). Information on the Faculty of Modern and Medieval Languages and Linguistics can be found on its website (www.mmll.cam.ac.uk). Informal enquiries concerning this post may be directed to Prof. Geoffrey Kantaris (egk10@cam.ac.uk).

2.6 Lecturer in French and Francophone Studies, University of Sydney

Location:	Sydney – Australia
Salary:	AU$110,856 to AU$131,639 or £62,843.27 to £74,624.96 (converted salary*) +17% superannuation, Academic Level B
Hours:	Full Time
Contract Type:	Permanent
Placed On:	24th March 2022
Closes:	24th April 2022
Job Ref:	0091253

Full time, continuing
Join a collegial and supportive School
Academic Level B, Salary $110,856 – $131,639 + 17% superannuation

About the opportunity

The Faculty of Arts and Social Sciences offers one of the most comprehensive and diverse ranges of humanities and social science studies in the Asia Pacific region and is regularly ranked in the top 20 arts faculties in the world. The School of Languages and Cultures (SLC) offers the widest range of undergraduate and postgraduate language studies in Australia and is a centre for European, Latin American, Asian and Middle Eastern Studies.

The Department of French and Francophone Studies within the School of Languages and Cultures at the University of Sydney is the largest French department in Australia and has been teaching French since 1853. We offer the opportunity to join a dynamic group of scholars committed to theoretical innovation and intellectual excellence in French and Francophone St! udies. We are seeking to appoint a scholar who will complement and enhance the department’s reputation in teaching and in research.

The Department is seeking to appoint a Lecturer at level B, with expertise preferably in the field of French and Francophone Cultural Studies (cultural, historical or literary studies) or socio-linguistics but other areas relevant to French and Francophone Studies will be considered.

Your key responsibilities will be to:

maintain a research profile compatible with the Department’s research programmes through publication and research grant application
coordinate and teach language units in the French and Francophone major including at all levels from Beginner to Advanced
coordinate and teach culture units at all levels and adapt to Departmental needs with regard to curriculum development
participate in teaching collaboration including team-teaching of undergraduate cultural units in the Department and School
supervise honours and postgraduate research students in French and Francophone Studies
work flexibly and collaboratively in a team environment and assume roles in administration and planning in the Department and School
coordinate and help promote French and Francophone Studies within the university and to the community.

About you

We are seeking a Lecturer who has:

a PhD in French or Francophone Studies
native or near native competency in French and English
a strong record of peer-reviewed publications relative to opportunity
demonstrated experience and commitment to innovative teaching and course development in French and Francophone Studies, including language and culture courses
experience in designing and teaching French-language modules at different levels with demonstrated success in promoting student retention and achieving high levels of language competency
demonstrated ability, relative to opportunity, to develop and maintain an active research program including research grant applications
evidence of their capacity to work flexibly and collaboratively in a team environment and to assume roles in administration and planning in the Department and School.
excellent time management and interpersonal skills.

Desirable for appointment is your:

experience of interdisciplinary teaching and research
experience in developing and implementing innovative teaching including but not limited to digital teaching methodologies
experience in research-led teaching
ability to undertake collaborative research
record of successful honours and research student supervision relative to opportunity
demonstrated academic administration skills.

https://usyd.wd3.myworkdayjobs.com/USYD_EXTERNAL_CAREER_SITE/job/Camperdown-Campus/Lecturer-in-French-and-Francophone-Studies_0091253-1?RECR_SOURCE_JOBACUK

2.7 Stipendiary Lecturer in French (from 01/10/22), New College, Oxford and Merton College, Oxford

New College, Oxford and Merton College, Oxford invite applications for this post, which is tenable for a period of 2 years from 1 October 2022, and will be based equally in New College and Merton. The person appointed will be expected to teach French language to undergraduates at all levels, as part of degree courses involving French in the Faculty of Medieval and Modern Languages at the University of Oxford.

New College

Founded in 1379, New College is one of the oldest and largest of the colleges of Oxford University. The colleges are independent, self-governing establishments which function both as academic institutions and as social and residential centres for students and academics. New College currently has approximately 420 undergraduate and 350 graduate students, studying most of the subjects offered by the University of Oxford.

Undergraduate teaching at New College is organised and provided by around 35 Tutorial Fellows (nearly all of whom also hold University posts), assisted by about 23 Stipendiary Lecturers (college tutors employed on a fixed-term basis). There are also 15 Professorial Fellows and, at any one time, about 20 Junior Research Fellows. All these categories are members of the Senior Common Room, which provides dining and social benefits. Governing Body, which has overall responsibility for all aspects of the running of the College, comprises the Warden (the Head of the College) together with the Official Fellows.

Merton College

Merton College was founded in 1264 by Walter de Merton and was the first fully self-governing college in the University of Oxford. It was originally founded for twenty fellows, with undergraduates being formally admitted in the early 1380s. Over the centuries, many eminent scholars and cultural leaders have called Merton home including four Nobel Prize winners and an Abel Prize winner. Merton College has a strong commitment to excellence in research and teaching across a range of subjects in the Humanities, Social Sciences and the Sciences. The College community currently comprises around 580 students (310 undergraduates and 265 postgraduates), some 70 Fellows, 40 other academic staff and over 100 members of support staff. The college strives to create a diverse, welcoming, inclusive and supportive community in which its students can thrive.

French at New College and Merton College

New College and Merton College both have a strong reputation in the field of Modern Languages and French in particular. The Tutorial Fellows in this area are Dr Andrew Counter (New College) and Prof. Ian Maclachlan (Merton). In addition, New College has a Career Development Fellow in French, and both Colleges have a French lecteur / lectrice. There are approximately 35 undergraduates studying for degrees in French at New College and 23 at Merton College; in any given year the Stipendiary Lecturer will teach approximately 45 students between the two Colleges (with the remainder on their Year Abroad).

Details of the Advertised Post

Duties

The Stipendiary Lecturer in French has primary responsibility for the teaching of French language in New College and Merton College to students enrolled on undergraduate courses including French in the Faculty of Medieval and Modern Languages at the University of Oxford, as well as to international Visiting Students studying French or participating in exchange schemes from France. Primary duties will be as follows:

To prepare and deliver 10 weighted hours [1] per week of French language instruction (5 for each college), including but not limited to: first-year French grammar; first-year translation into French; first-year summary; second-year and final-year translation into French; and second-year and final-year dissertation;
To ensure that students taught receive timely feedback on their work during term, both week by week and in termly reports on the reporting database;
To set and mark internal examinations (‘collections);
To work closely with the Tutorial Fellows in French and colleagues in other modern languages and joint degrees to monitor student progress and identify student needs;
To work closely with the French lecteur / lectrice to ensure coherence in the delivery of French language teaching in the Colleges;
To undertake pastoral responsibilities in liaison with the Director of Studies / Organizing Tutor and the welfare teams of each college, as appropriate;
To contribute to academic administration of degrees involving French (e.g. writing references, selecting books for the library);
To provide study skills and examination preparation for undergraduates being taught.
To participate in admissions procedures for undergraduates including marking the Modern Languages Aptitude Test in French, reading application material and interviewing, if asked.

Selection Criteria

To be successful, candidates will need to show that they meet the following selection criteria:

A first (Bachelors) degree (essential) and a relevant teaching qualification (desirable);
Fluency in spoken and written French, equivalent to native-speaker level;
The ability to effectively teach French Language to students of high ability in a tutorial (small group) system;
Experience of university-level language teaching of French in an Anglophone setting;
Excellent communication skills, including in written and spoken English, and the ability to deal effectively with pastoral matters that may arise;
Excellent organisational skills.

Salary and Conditions

The post carries a stipend of £26,172 p,a., (current rate, subject to review). The appointment will be pensionable under the Universities Superannuation Scheme, the lecturer currently contributing 9.8% of the stipend and the College 21.4%.

The Lecturer is entitled to free lunch and dinner at the Common Table at New College when this is available, and to 4 meals per week (lunch or dinner) at the Common Table of Merton College without charge. The Lecturer will be a member of the Senior Common Room of both Colleges, for which a charge may be payable. In addition, the Lecturer will receive a research and book allowance (currently £960 p.a.) and an entertainment allowance (currently £160 p.a.).

The appointment will be for a fixed period of 2 years, subject to satisfactory completion of a probationary period of 1 year.

Right to work in the UK

The prospective employee must be eligible to work in the UK and the appointment will be conditional on satisfactory provision of the right to work in the UK before employment commences.

Equality and Diversity

New College and Merton College are committed to increasing diversity across all parts of the institution and to welcoming under-represented groups. It aims to provide an inclusive environment which promotes equality and maintains a working, learning and social context in which the rights and dignity of all its members are respected to assist them in reaching their full potential. The College is an equal opportunities employer and adheres to the University’s Equal Opportunities Policy and Code of Practice, a copy of which is available on request.

Application Procedure

Applicants should please:

Complete the online application form via the link below.
upload a curriculum vitae and statement of teaching range and experience as this relates to the selection criteria and needs of the role, as indicated above.
ask two referees to write directly to the Academic Registrar at tuition@new.ox.ac.uk, and should supply each referee with a copy of these further particulars. The College wishes to take this opportunity to thank in advance those referees who write on behalf of applicants. All references are now subject to GDPR legislation.

The closing date for applications and the last date for receipt of references is Wednesday 13 April 2022. It is the responsibility of each applicant to ensure that their application arrives in full by the deadline. Interviews will be held during the week commencing 2 May 2022.

[1] The weighting system means that hours spent teaching larger groups than one person count for more than one hour.

2.8 Lecturer/Assistant Professor in French and Francophone Studies (Permanent), National University of Ireland Maynooth

Location: Maynooth – Ireland

Salary: Not Specified

Hours: Full Time

Contract Type: Permanent

Placed On: 25th March 2022

Closes: 17th April 2022

Job Ref: 014581

The Role

We are seeking an excellent academic to join our staff as an Assistant Professor / Lecturer in French and Francophone Studies. The person appointed will have a proven record of teaching, research and publication, appropriate to career stage. He/she/they will be expected to make a strong contribution to the teaching programme of the French and Francophone studies section and the School and undertake teaching duties on undergraduate and postgraduate programmes as well as the supervision of Master’s and PhD students.

The appointee will be expected to build a strong research profile that supports the University’s research strategy, including affiliating to the Research Institutes, where appropriate, and working with colleagues on national and international research. Whilst we are open to applicants with a specialism in any area of French or Francophone literary/cultural studies, we would be particularly interested in receiving applications from candidates with a strong research profile in Francophone studies, pre-twentieth century literature and culture, or screen studies. The appointee will be expected to sustain and conduct research, engage in scholarship of quality and substance, and generate publications of international standard.

The ideal candidate will have:

A PhD in a relevant discipline;
Native or near-native language competence (CEFR C2 level) in French and English;
A strong academic record in teaching and research;
A record of scholarly work and publication of international quality, demonstrating potential to become a significant contributor in her/his/their field;
Experience of and a demonstrated commitment to undergraduate and postgraduate teaching, programme development and academic innovation;
Experience of supervising or potential to supervise graduate research students;
Experience of, and commitment to, working in an interdisciplinary setting;
Good administrative, organisational, teamwork and communication skills.

For further details including full comprehensive job description please see reference number 014581 on the Maynooth University vacancies page at:

www.maynoothuniversity.ie/humanresources/vacancies

The position is subject to the Statutes of the University

2.9 Lecturer in French (0.5 FTE), University of Essex

Location:	Colchester
Salary:	£31,406 to £34,304 per annum, pro-rata
Hours:	Part Time
Contract Type:	Permanent
Placed On:	29th March 2022
Closes:	24th May 2022
Job Ref:	REQ05818

The Department of Language and Linguistics (DLL) has 37 full-time academic members of staff and provides a broad spectrum of expertise in the study of language and in the practical teaching of modern foreign languages. Its core ambition is to offer students a transformative educational experience in these areas underpinned by high quality research. The majority of research conducted in the department is rated ‘world leading’ or ‘internationally excellent’, placing us 8th among departments in the UK for research quality (REF 2014). Languages for All offers a portfolio of language courses to non-specialist language learners at the University of Essex. Courses are currently delivered by a mixture of permanent core teaching staff and part-time teachers.

Duties of the Role

The Department of Language and Linguistics is seeking to appoint a part-time Lecturer in French to contribute to all aspects of the provision of French within the Languages for All programme. Duties will include the development of courses and modules, evening class teaching, coordination of part-time teachers, the supervision of online courses, as well as some organisational and administrative duties within the Department.

A full list of duties and responsibilities can be found within the job pack.

Qualifications and Skills required

The successful candidate will have a relevant Bachelor’s degree and/or professional experience and/or practice in the field of French language teaching, competence in French equivalent to a native speaker and experience in language teaching in the Higher or Further Education sector, or demonstrable potential to achieve this. Previous coordination experience and relevant Postgraduate qualifications are desirable.

This is a permanent, part time role on an ASE (teaching only) contract, starting the 1 September 2022, or as soon as possible thereafter. Appointment will be made as Lecturer.

At the University of Essex, internationalism and diversity is central to who we are and what we do. We are committed to being a cosmopolitan, internationally oriented university that is welcoming to staff and students from all countries, faiths and backgrounds, where you can find the world in one place.

Please use the ‘Apply’ button to read further information about this role including the full job description and person specification which outlines the full duties, skills, qualifications and experience needed for this role. You will also find details of how to make your application here.

Our website http://www.essex.ac.uk contains more information about the University of Essex. If you have a disability and would like information in a different format, please email resourcing@essex.ac.uk.

https://vacancies.essex.ac.uk/tlive_webrecruitment/wrd/run/ETREC107GF.open?VACANCY_ID=402427Pt91&WVID=9918109NEm&LANG=USA

2.10 Visiting faculty in French and Francophone studies. Xavier University

Xavier University is part of the 500-year-old Jesuit Catholic tradition of academic excellence in the liberal arts and is strongly committed to enhancing equity, inclusion, and diversity. These values are central to our mission. We strive for a climate of respect and inclusiveness that welcomes and supports members from diverse backgrounds and life experiences, is committed unreservedly to open and free inquiry, and deliberately seeks out multiple perspectives.

The Department of Classics and Modern Languages at Xavier University invites applications for a Visiting Faculty of French and Francophone Studies for AY 2022/2023. The position carries a 4/4 load.

All areas of specialization are welcome. We especially encourage scholars with expertise in one or more of the following areas: transnational and multicultural France with a focus on the Middle Eastern and North African diaspora; Francophone literatures and cultures of the Maghreb, Sub-Saharan Africa, and/or the Caribbean; Critical European Cultural Studies.

Candidates should demonstrate the interest and ability to collaborate effectively with other departmental and interdisciplinary programs as we continue to grow our burgeoning program. The department expects to hire a tenure-track position to begin Fall 2023.

Enthusiasm for teaching language and culture at all levels of the curriculum is essential. The successful candidate will combine the basic qualifications of a generalist with their research specialization. Ph.D. in French, Francophone Studies, Comparative Literature, or a closely related field; ABD candidates will be considered, but all requirements for the Ph.D. must be completed before start of employment. All candidates must have native or near-native fluency in both French and English, and should demonstrate promise for outstanding teaching and mentoring in the areas of language, literature, and culture.

Xavier is committed to a diverse and inclusive environment; we welcome a broad spectrum of candidates, and particularly invite applications from women, ethnic and racial minorities, and other individuals who are under-represented in the work force. Candidates who have worked with a diverse range of faculty, staff, and students and who can contribute to our mission of inclusivity are encouraged to identify their experiences and interests.

Xavier’s urban location in Cincinnati allows faculty to work with community partners to develop engaged learning and internship opportunities. Xavier is a member of the Association of Jesuit Colleges and Universities as well as the Big East. U.S. News and World Report has ranked the University 20 years in a row among the top 10 Midwest colleges and universities.

Please submit a letter of application, c.v., graduate transcripts, and a statement of teaching philosophy to https://jobs.silkroad.com/Xavier/apply/jobs/2557. Three, confidential letters of recommendation should be submitted under separate cover to cmlsearch@xavier.edu. Review of applications will begin April 8, 2022, and continue until position is filled.

Please direct requests for additional information to the Search Committee Chair, Dr. Jamie H. Trnka, trnkaj@xavier.edu.

2.11 IMLR Funded and non-Funded Visiting Fellowships 2022-23

https://modernlanguages.sas.ac.uk/research-fellowships/visiting-fellowships-and-scholarships

The Institute is pleased to invite applications for Visiting Fellowships and Visiting Scholarships tenable for 2022-23, to conduct research into any field relevant to the work of the Institute. The deadline for applications is 9 May 2022 (please click on the respective link for further details and information on how to apply).

1 Non-Stipendiary Visiting Fellowships and Scholarships

Visiting Fellowships and Visiting Scholarships are available annually on a non-stipendiary basis, tenable at the Institute or hosted within one of the IMLR’s research centres:

Centre for the Study of Contemporary Women’s Writing
Centre for the Study of Cultural Memory
Ingeborg Bachmann Centre for Austrian Literature and Culture
Research Centre for German & Austrian Exile Studies
Centre for Ernst Bloch Studies

Centre for Latin American and Caribbean Studies

2 CLACS Early Career Fellowship in Latin American and Caribbean Studies

The purpose of this scheme is to provide support to early career scholars in Latin American and Caribbean Studies with relevant subject expertise to pursue innovative and interdisciplinary research in an environment tailored to such work, free from the competitive institutional constraints of other UK university institutions. The scheme enables the Fellow to engage a broad range of UK and international scholars in their research through the formation of networks and through collaboration in research projects, publications and dissemination events such as workshops, conferences and public engagement activities.

The 2022-23 CLACS Early Career Fellowship scheme will provide for one position with funding for six months during the 2022-23 academic year (between 1 October 2022 and 30 June 2023).

3 School of Advanced Study Fellowships
Visiting Fellowships and Scholarships are open to applicants from the UK and overseas. Candidates applying for Fellowships should have completed their doctorate and have a strong publications record. Doctoral students may apply for Visiting Scholarships. Different deadlines apply.

3. Announcements

3.1 ASMCF Initiative Fund April 2022: First Call

Please find below details of the ASMCF Initiative Fund. The deadline for applications is 29th April 2022. For more details about awards/prizes, please visit the ASMCF website: https://asmcf.org/funding-prizes/

The Association’s Initiative Fund provides small grants (up to £500) to individuals who are members of the Association to help defray the costs of research events (conferences, study days, workshops etc.), including postgraduate-led initiatives. The Association is particularly keen to encourage and support regionally-based collaborative initiatives on the part of its members, which should be intended to benefit a wide public. More details about the prize can be found on the ASMCF website: https://asmcf.org/funds-prizes-awards/initiative-fund/

Best wishes,

Jamie

ASMCF Prizes Officer

*****

Have you considered becoming a member of the ASMCF? Here are some of the compelling reasons to do so!

Access to a quarterly journal Modern & Contemporary France containing research articles, items of topical interest, book reviews, a list of recent publications and an index of periodical articles.
Access to the online version of the journal via the members’ area of the Association’s website.
Reduced rates for attendance at the annual ASMCF conference and other events.
Eligibility for Association funding for approved activities, including conferences, seminars and outreach events.
Preferential rates at Liverpool University Press, Studies in Modern and Contemporary France and Routledge Books in French Studies.
Eligibility for Association postgraduate and ECR prizes and awards.

Founded in 1979, the ASMCF offers an unrivalled interdisciplinary forum for those involved in teaching and research on all aspects of France since 1989. The Association’s worldwide membership brings together scholars, researchers and graduate students in disciplines ranging from history and the social sciences to philosophy, education, language, literature, media and the arts.

3.2 Call for Book Proposals for New Routledge Research Series: Routledge Research on Educational Equity in Developing Nations

This series is the first of its kind to offer a platform for scholars from developing and emerging nations to showcase their research on topics that influence the equity in education agenda. This series will examine how Small Island Developing States (SIDS) like those within the Caribbean, Asia-Pacific, Latin America, other Micro-States and Africa will achieve equity in education. The contexts for these conversations recognise the unique reality that many of these countries are past colonies that remain vulnerable to the external vagaries of globalization, macroeconomic policies, high external and internal debt. In this new book series, we invite influential and in situ scholars from the Global South to author books and produce edited volumes that discuss the issues that influence the achievement of equity in education in Developing Nations.

All proposals that fit within the scope of the series are welcomed. Dr Stacey Blackman is the series editor and can be contacted by prospective authors or volume editors at stacey.blackman.cavehill.uwi.edu. Please circulate to all your contacts and any academic or professional organisations.

https://www.routledge.com/Routledge-Research-on-Educational-Equity-in-Developing-Nations/book-series/RREEDN

3.3 Call for Submissions: The Coordinating Council for Women in History Annual Awards 2022

The Coordinating Council for Women in History offers 6 annual prizes. Details and application instructions may be found at https://theccwh.org/ccwh-awards. The prize deadline is May 15, 2022.

Awards are open only to CCWH members. To join, visit https://theccwh.org/membership. Applicants may apply for one CCWH award per year. Please contact Elizabeth Everton (execdir@theccwh.org) with any questions.

The Catherine Prelinger Memorial Award is a $20,000 award given to a scholar who has not followed a traditional academic path of uninterrupted study. The award is open to applicants with a PhD and graduate students advanced to candidacy. For more information, visit https://theccwh.org/ccwh-awards/catherine-prelinger-award/.
The CCWH/Berks Graduate Student Fellowship is a $1000 award to a graduate student completing a dissertation in history. For more information, visit https://theccwh.org/ccwh-awards/ccwhberks-graduate-student-fellowship/.
The Ida B. Wells Graduate Student Fellowship is a $1000 award to a graduate student completing a historical dissertation, not necessarily in a history department, that interrogates race and gender. For more information, visit https://theccwh.org/ccwh-awards/wells-graduate-student-fellowship/.
The Nupur Chaudhuri First Article Prize is a $1000 award that recognizes a superlative first article published in any field of history. For more information, visit https://theccwh.org/ccwh-awards/chaudhuri-first-article-prize/.
The Carol Gold Article Prize is a $500 award given to a scholar of any rank for a superlative article published in any field of history. For more information, visit https://theccwh.org/ccwh-awards/carol-gold-article-award/
The Rachel Fuchs Award is a $500 award that recognizes extraordinary mentorship and service to women and the LGBTQI community in the historical profession. For more information, visit https://theccwh.org/ccwh-awards/rachel-fuchs-memorial-award/.

3.4 Appel à candidatures pour la Bourse doctorale de l’ADEFFI / Call for applications for the ADEFFI Postgraduate Bourse

L’ADEFFI (L’Association des Études Françaises et Francophones d’Irlande) offre une bourse doctorale, parrainée en 2022 par L’AMOPA Irlande (Association des Membres de l’Ordre des Palmes Académiques en Irlande). Cette bourse, d’un montant de €500, est destinée à un(e) doctorant(e) méritant(e) inscrit(e) dans un établissement d’enseignement supérieur de l’île d’Irlande.

Votre dossier de candidature (rédigé soit en français soit en anglais) doit comprendre les documents suivants :

une courte description de votre projet de recherche (moins de 1.000 mots).
une brève justification du soutien financier (dépenses envisagées, importance pour votre projet de thèse, etc.) (moins de 200 mots).
un bref CV de 2 pages maximum (coordonnées personnelles, informations sur votre affiliation universitaire, communications lors de conférences, vos publications éventuelles, etc.).
une confirmation d’adhésion à l’ADEFFI.

Veuillez également demander à votre directeur/directrice de thèse de bien vouloir nous faire parvenir une lettre de recommandation confidentielle.

Le dossier de candidature, ainsi que la lettre de recommandation, sont à envoyer par courrier électronique à la Présidente de l’ADEFFI, Dr Derval Conroy (derval.conroy@ucd.ie) avant le 29 avril 2022.

***

ADEFFI (The Association for French and Francophone Studies in Ireland) offers a Postgraduate bourse, sponsored in 2022 by AMOPA Irlande (Association des Membres de l’Ordre des Palmes Académiques en Irlande). The bourse is valued at €500 and is open to postgraduate students studying at a higher education institution on the island of Ireland.

Your application, which can be written in English or French, should be comprised of the following documents:

a description of your research project (no longer than 1,000 words).
a brief justification for support (proposed spending, importance of funding for your research project, etc) (no longer than 200 words).
a brief CV of maximum 2 pages, listing your personal details, information on university affiliation, details of any conference papers, possible publications resulting from your research, etc.
confirmation that you are a member of ADEFFI.

Please also ask your thesis supervisor to forward a confidential letter of recommendation.

The application, together with the letter of recommendation, should be emailed to the President of ADEFFI, Dr Derval Conroy (derval.conroy@ucd.ie) by 29^th April 2022.

3.5 ASMCF Visiting Scholar Seminar Series Fund: 1st Call

Dear Colleagues,

Please find below details of the ASMCF’s Visiting Scholar Seminar Series Fund. The deadline for applications is 1st May 2022. For more details about awards/prizes, please visit the ASMCF website: https://asmcf.org/funding-prizes/

In support of its commitment to fostering collaboration between francophone and UK academics in its fields of interest, the Association offers one grant of up to the value of £2500 to networks of members to support an annual seminar series of three or more thematically-related events, tenable in any UK or Irish university, or institution of higher education in the UK or Ireland, each of which will include a different francophone academic based in a francophone country alongside a member of the hosting department. The award is to cover the costs of the francophone scholars and where applicable, professionals / practitioners and organisation costs of the events.The Association will also consider proposals which include professionals and practitioners working in fields relevant to the academic project. The scheme is designed to support the invitation of early-career and established scholars. The deadline is 1^st May 2022, for activity taking place in the following academic session.

Applications must be completed by a network of academic members of staff who are members of the ASMCF in at least three institutions in the UK or Ireland. The UK or Irish host applicants are expected to organise, direct and take academic and organisational responsibility for the seminar series. Within this network a Main Applicant should be identified as the principal organiser with whom the Association will correspond. Full details of the criteria applying to the scheme and guidance on how to apply are available at http://www.asmcf.org, under ‘Funding and Prizes’. Informal enquiries may be directed to Dr Fiona Barclay, at fiona.barclay@stir.ac.uk

Applicants will normally be notified of the outcome of their application within one month of the closing date.

3.6 CU Maison Française – Upcoming Events

All events are free and open to the public. Proof of vaccination is required and masks are to be worn over the mouth and nose at all times.

The Story of a Three-Day Pass (La Permission)
Melvin Van Peebles, 1968, 90 min

FILM
Thursday, March 24, 7:00-9:00 PM (New York)
East Gallery, Maison Française, Buell Hall

Melvin Van Peebles’s edgy, angsty, romantic first feature could never have been made in America. Unable to break into a segregated Hollywood, Van Peebles decamped to France, taught himself the language, and wrote a number of books in French, one of which, La permission, would become his stylistically innovative feature debut… Read more

To watch the trailer, please click here

RSVP here.

Midday Music Concert
Featuring chamber music performed by students from Columbia’s Music Performance Program

PERFORMANCE
Friday, March 25, 1:00-2:00 PM (New York)
East Gallery, Maison Française, Buell Hall

This recital will feature chamber music performances of Schubert and Brahms from students enrolled in Columbia University’s Music Performance Program… Read more

RSVP here.

I Was a French Muslim, a memoir by Mokhtar Mokhtefi
A conversation with Elaine Mokhtefi-Klein, Judith Surkis, Amara Lakhous and Madeleine Dobie

PANEL DISCUSSION
Thursday, March 31, 6:00-7:00 PM (New York)
East Gallery, Maison Française, Buell Hall

Elaine Mokhtefi-Klein talks about her husband Mokhtar Mokhtefi’s memoir, I Was a French Muslim, recently translated into English by Other Press. It provides a vivid account of a childhood under French colonization and a life dedicated to fighting for the freedom and dignity of the Algerian people. … Read more