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Diversity and
Decolonization in
French Studies
New Approaches to
Teaching
Edited by
Siham Bouamer · Loïc Bourdeau
Diversity and Decolonization in French Studies
Siham Bouamer • Loïc Bourdeau
Editors
Diversity and
Decolonization in
French Studies
New Approaches to Teaching
Editors
Siham Bouamer Loïc Bourdeau
Department of Romance and Department of Modern Languages
Arabic Languages and Literatures University of Louisiana at Lafayette
University of Cincinnati Lafayette, LA, USA
Cincinnati, OH, USA
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer
Nature Switzerland AG 2022
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the
publisher nor the authors or the editors give a warranty, expressed or implied, with respect to
the material contained herein or for any errors or omissions that may have been made. The
publisher remains neutral with regard to jurisdictional claims in published maps and
institutional affiliations.
This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
To our inspiring students and colleagues. To those who want
to join us on a transformative journey.
Acknowledgments
This project would not have been possible without the enthusiastic response
we received from all the speakers and attendees at our first “Diversity,
Decolonization, and the French Curriculum” conference in 2020. The con-
versations we had over two days allowed us all to reflect on our various
pedagogical approaches and our exchanges helped us build a strong and
supportive community who is united around similar values: equity, diversity,
inclusion, and social justice. We would like to thank all the contributors to
this volume. They are, in alphabetical order, Madeline Bedecarré, Cecilia
Benaglia, Kelly Biers, Charlotte Daniels, Katherine Dauge-Roth, Thea
Fronsman-Cecil, Hasheem Hakeem, Kris Aric Knisely, Daniel Nabil
Maroun, Marda Messay, Thomas Muzart, Blase Provitola, Alisha Reaves,
Bethany Schiffman, Maya Angela Smith, Julia D. Spiegelman, and Kristen
Stern. It has been an honor to be joined by such wonderful and inspiring
scholars who remain committed to making French language education a
space of exploration, debates, change, reassessment, critique, and growth.
As co-founder of the Diversity, Decolonization, and the French
Curriculum collective, Siham Bouamer would like to thank all the people
who have been involved in making this new venture possible. I am also
grateful for the inspirational work of the sister collective in German and
the support of Ervin Malakaj. Finally, I am also forever indebted to my
parents who always reminded me that I, the daughter of Moroccan immi-
grants in France, belonged in a classroom, as a student and an instructor.
As a faculty member in the Department of Modern Languages, Loïc
Bourdeau would like to thank his (undergraduate and graduate) students
who challenge him every day and constantly give him hope about the
vii
viii ACKNOWLEDGMENTS
future of our profession and our world. More broadly, I am thankful to all
the students who have crossed my path (at Texas Tech, Durham, UC
Davis, William and Mary) and shaped me as a scholar, instructor, and as an
individual. I personally dedicate this volume to my family, my friends, and
the teachers who always showed me that my voice and I mattered.
Finally, we would like to extend our gratitude to Professor Hanétha
Vété-Congolo (Bowdoin College) who delivered an outstandingly inspir-
ing and thought-provoking keynote at our 2020 conference. This volume
owes her a debt. She, as many other visible and invisible scholars from
minoritized backgrounds, has paved the way for our initiative, our scholar-
ship. We are thankful to all of these individuals who make academia a more
welcoming place every day.
To learn more, join or support our collective, visit: https://ddfccollec-
tive.weebly.com. To learn more, join, or support our sister collective in
German, visit: https://diversityingermancurriculum.weebly.com.
About the Book
This book is the result of a collective effort which Dr. Siham Bouamer and
Dr. Loïc Bourdeau spearheaded in the Spring of 2020 when they set out
to organize the first “Diversity, Decolonization, and the French
Curriculum” (DDFC) online conference. The conference featured over
50 presentations and attracted over 200 attendees. Following the event,
key contributors were invited to join this book journey by offering new
takes and new approaches to French-teaching pedagogy. Drawing on
postcolonial studies, queer pedagogy, and decolonization studies, this
book proposes to decenter, diversify, divest, decolonize, and/or disrupt
French studies and French language learning and teaching—including but
not limited to assessments, syllabi, textbooks, reading lists—in postsec-
ondary education, while keeping in mind what each terminology entails
and makes possible. The different chapters in this volume serve as blue-
prints for inclusive practices, while at the same time critically challenging
and deconstructing normative structures in the French curriculum. There
are three main sections: “Dismantling the ‘Francophonie’: Language,
Race, and Empire”, “Intersectional French Studies”, and “Beyond the
Textbook: New Teaching Strategies”.
Contents
xi
xii Contents
Index259
Notes on Contributors
xv
xvi NOTES ON CONTRIBUTORS
xxi
CHAPTER 1
S. Bouamer (*)
Department of Romance and Arabic Languages and Literatures,
University of Cincinnati, Cincinnati, OH, USA
e-mail: sihambouamer@gmail.com
L. Bourdeau
Department of Modern Languages, University of Louisiana at Lafayette,
Lafayette, LA, USA
e-mail: loic.bourdeau@louisiana.edu
Ahmed further notes that “[a] collective is what does not stand still but
creates and is created by movement” (3), then Diversity and Decolonization
in French Studies is likewise grounded in a movement that can shake up
and reshape our discipline. Notwithstanding the fact that French and
Francophone Studies have been engaging with questions of diversity and
decolonization for some time now, teaching materials, course contents,
and pedagogical approaches have yet to fully reflect a true commitment to
these values, along with social justice and equity. Enrollment decline across
the humanities, including in French, has fueled the debate around the
worth and necessity of language learning (Looney and Lusin 2019, 3).
While Colleen Flaherty reports that “it’s unclear what comes first: institu-
tional disinvestment in language programs or waning student interest”
(“L’oeuf ou la Poule?”, 2018), the current trend nevertheless highlights
the importance for our discipline to remain relevant and aware of institu-
tional and societal changes. Many scholars in the field already work hard
to achieve this goal and have been doing so for some time now, as chapters
in this volume will show by engaging with important scholarship in the
field and by proposing new ways to improve our practice. This volume
thus seeks to contribute to a timely and necessary conversation, while pro-
viding language practitioners with tools to reflect the heterogeneous, glo-
balized, and diverse nature of our world and of our student body.
As noted above, this collection of essays is the result of a collective
effort which we spearheaded together in the Spring of 2020 when we set
out to organize the first “Diversity, Decolonization, and the French
Curriculum” (DDFC) online conference. The event took place over two
days in November of that same year. Although COVID-19 forced aca-
demic meetings and instruction to virtual formats, our choice to hold our
conference virtually aligned with our primary concerns for equity and
accessibility. Indeed, in-person conferences—while essential to the profes-
sion—operate a form of exclusion that sidelines a number of important
voices who cannot travel for varying reasons (e.g., financial, familial, medi-
cal, etc.); such an approach would have been in contradiction with our
guiding principles. The enthusiastic response to our call for papers not
only confirmed that many scholars and practitioners of French were also
looking for ways to reshape our discipline, it also allowed us to feature
speakers and/or topics that are seldom discussed, from French language
learning in South Africa and Kuwait and study abroad in Senegal to trans-
affirming pedagogy and fatphobia and ableism. Following the confer-
ence—which featured over 50 presentations and attracted over 200
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Kokonansa aika lurjus vain
Hän kannuksista hattuun on ollut ain"!
"Ei hän tarkoita mitään pahaa", lohdutteli häntä nuori Fritz. "Mutta
hänen nuoruutensa päivinä kuului vain asiaan ettei saanut olla
hentomielinen kun puhui omasta puolisostaan".
"Äiti ei sanoisi koskaan niin isästä", vakuutti Beata vielä
harmistuneena.
Joachim oli niin iloinen että hän olisi voinut nauraa ääneen. Hän
puristi Agnetan käsiä, jotka vielä tahdottomasti lepäsivät hänen
käsissään ja meni kohteliaasti neiti Susenin luo.
Beata oli heti hyvin huvitettu siitä: kiltti kapteenitar soitti edelleen ja
he alkoivat kaikki — mamseli Fiken myös — "opetella askelia", joita
Susen neiti sininen hame edestä sievästi nostettuna niin ylös — että
koruommellut sukkasiteet vilahtelivat, hyväntahtoisesti ja innokkaasti
näytti.
Agneta vain ei ollut mukana. Hän oli kohta valssin jälkeen hiipinyt
etehiseen ja istuutui puolipimeän yläkerran rapulle, pakkasta
huomaamatta.
Joachim oli nähnyt hänen katoavan ja aavistaen syyn, yhtäkkiä
hermostuneena, sietämättömän ikävän valloittamana, saada nähdä
hänet jälleen, läksi hän — kuin muut parhaallaan olivat polkan
touhussa — häntä etsimään.
Agneta katsoi ylös. "En", sanoi hän hiljaa, mutta niin selvästi, että
se kuului melkein ankaralta. "En — en koskaan".
"Etkö luule että olisi parasta", alkoi Joachim, epäillen vähäisen
väliajan perästä, "että ratsastan puhumaan itse Stjernen kanssa,
ennenkuin Lotti täti… Eihän meidän tarvitse sanoa heti sitä Lotti
tädille", lisäsi hän hiljaisemmin meikein houkutellen.
"On."
"Ei", huusi Agneta yhtäkkiä aivan pelästyneenä, että hän oli tullut
jonkun roskajutun tahi riidan aloittajaksi. "Et saa virkkaa noista
tyhmyyksistä hänelle mitään. Kiellän sinua siitä, juoksen järveen
häpeästä, jos hän saa tietää että minä muistan vielä ja olen
kumminkin, kun tapaan hänet, aivan yhtäläinen häntä kohtaan kuin
ennenkin. Mutta mitä olisin voinut tehdä"? hän kääntyi Joachimiin.
"Enhän voinut sanoa äidille mitään, sitä en olisi kehdannut. Ja
hänhän kosi minua kohta sen jälkeen", lopetti hän vähän
katkonaisesti.
"Hän tulee heti, näin hänet juuri tallissa, kulkiessani siitä ohi".
Vapaaherratar puhellessansa työnsi itse raskaan tammioven auki ja
pyysi vieraansa astumaan sisälle.