Patrick Bray, University College London (firstname.lastname@example.org)
Jennifer Heuer, University of Massachusetts-Amherst
Lia Brozgal, University of California, Los Angeles
Gülru Çakmak, University of Massachusetts-Amherst
Originating in 2009, H-France Salon is a multimedia journal of French Studies in its broadest sense, encompassing history, literature, cinema, art history, theory, and culture. Salons have included debates and collective reassessments of critical, methodological, and professional issues in our fields, tributes to influential individuals, recordings of conference presentations, webinars, and innovative blog projects. We welcome proposals that build on these initiatives or take us in new directions. Please contact us with ideas. (email@example.com)
Volume 13, Issue 18
“Race, Racism, and the Study of France and the Francophone World, Part III”
Christy Pichichero, George Mason University
Emily Marker, Rutgers University-Camden
We have asked a diverse slate of contributors to share syllabi and reflections on how they incorporate the themes of race and racism into their teaching, especially in a global frame. Siham Bouamer, Ethan Katz, and Lorelle Semley have shared pedagogical reflections on intersectional approaches to French-African history, the colonial logics of basic French-language textbooks, and teaching anti-Semitism. Leora Auslander, Lia Brozgal, Laurent Dubois, Rachel Jean-Baptiste, Emily Marker, Sue Peabody, and Alyssa Sepinwall have all shared annotated syllabi from undergraduate and graduate courses in history, cinema, African studies, and more. Each syllabus is annotated differently; some are framed with introductory paragraphs, some have annotations throughout the body of the syllabus, and others have both. We hope that the generosity of these colleagues in sharing their syllabi and thoughts will lead to further conversation and sharing of materials in our community of educators. We also urge readers of this Salon to read and discuss recent publications on teaching race and racism in French and Francophone Studies and to reach out to colleagues in other disciplines and subfields to discuss how they approach teaching these subjects. For professors who lead study abroad programs in France and other Francophone countries, we must also think about how teaching race and racism can drive innovation in traditional and experiential learning inside and outside of the classroom.
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A collection of similar papers, discussions, etc. published on H-France as “Occasional Papers” are available here.