DDFC Edited Volume
Bouamer, Siham, and Loïc Bourdeau (Eds). 2022. Diversity and Decolonization in French Studies: New Approaches to Teaching. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-95357-7_11 https://link.springer.com/book/10.1007/978-3-030-95357-7
2021-22 DDFC Events Recordings
US Job Market Worshops
The DDFC collective organized its first US job market workshop for French Studies, Linguistics, and SLA on Oct. 20, 2021.
Our panelists were: Dr. Felisa Vergara Reynolds; Dr. Vincent Chanethom; Professor Natalie Edwards; Dr. Gemma King; Dr. Loic Bourdeau; Robin Turner
Recording of the workshop is available here.
The DDFC collective organized its first US job market workshop for French Studies, Linguistics, and SLA on Oct. 20, 2021.
Our panelists were: Dr. Felisa Vergara Reynolds; Dr. Vincent Chanethom; Professor Natalie Edwards; Dr. Gemma King; Dr. Loic Bourdeau; Robin Turner
Recording of the workshop is available here.
2020 DDFC Conference Recordings
Keynote: Hanétha Vété-Congolo (Bowdoin College), “Decolonizing the White French Curriculum: Which Ethics?”
- Sandra Hobbs (University of Lethbridge), “Between Two Worlds: Teaching Francophone Cultural Content in Introductory French Language Courses in Trinidad and Tobago”
- Carine Zanchi et Manal Hosny (Gulf University for Science and Technology), “La prise en compte de la dimension culturelle dans le curriculum de FLE au Koweït”
- Mia-Louise Botha (North-West University Potchefstroom) et Karen Ferreira-Meyers (University of Eswatini), “Décoloniser le curriculum FLE à travers la littérature: une interprétation au niveau universitaire en Afrique du Sud”
- Kate Bonin (Arcadia University), "Reading Victor Hugo’s Bug-Jargal (1820 and 1826): Hugo’s literary and social investment in the Haitian Revolution"
- Kirk Read (Bates College), "Hergé's Ghost: Re-reading Tintin in the Congo"
- Laura Ceia (California State University-Long Beach), “Decolonizing French Cinema: White Women in Racialized Spaces or Claire Denis’s Blurred Visions of Africa”
- Madeline Bedecarré (Bates College), "Decolonizing the French Textbook"
- Julia Spiegelman (University of Massachusetts-Boston), “Confronting the Racism of Introductory French Materials”Annabelle Dolidon
- Annabelle Dolidon (Portland State University), Open source inclusive textbook for French Conversation
- Roundtable discussion with the Diversity, Decolonization, and the German Curriculum collective
- Kris Aric Knisely (University of Arizona), “Weaving transness into the fabric of French L2 learning: Toward TGNC-affirming French L2 pedagogies”
- Blase Provitola (Trinity College), “Teaching French Feminism from an Intersectional Perspective”
- Kelly Biers (University of North Carolina-Asheville), “Decolonial and feminist course design in the first-year French curriculum”
- Dorthea Fronsman-Cecil (University of California, Los Angeles), “Une pédagogie pour capaciter les étudiants handicapés : methods to promote the accessibility and inclusivity of students with disabilities in the foreign language classroom”
- Cécile Tresfels (Williams College) and Chloé Brault (Stanford University), “Harmful Grammar: Fatphobia and Ableism in First Year French”
- Dominique Carlini-Versini (Durham University), “Teaching French Grammar Inclusively: Challenges and Resistance”
- Sage Goellner and Sandrine Pell (University of Wisconsin-Madison), “Diversifying the Curriculum from Page One: Content, Method, and Form in Third-Year French Composition”
- Celeste Day Moore (Hamilton College), “Pedagogies of Black Internationalism: Teaching French at HBCUs in the Era of Jim Crow”
- David Spieser-Landes (University of North Carolina Wilmington), “Black lives Matter-in France as Well: The Genesis and Implications (for Society and the College Classroom) of Abd al Malik’s Le Jeune noir à l’épée”
- Marda Messay (Simmons University), “Black Voices from the Francophone World”
- Anne Mutidjo (University of Illinois Urbana-Champaign), “On addressing the production of postcolonial discourse: uprooting, putting down roots, and weeding”
- Frédérique Marty (Penn State Erie), “Decolonizing the French and Francophone Cannons by repositioning Post-Colonial Studies at the center of the curriculum.”
- Kristen Stern (University of Massachusetts Lowell), “Making the Colonial Present Audible to our Students and Ourselves”
- Stephanie Schechner, “What’s in a name? French and Francophone Studies, Global French Studies, World Literature in French”
- Manon Allard-Kropp, Sandra Trapani, and Violaine White (University of Missouri-St. Louis), “Diversifying the French Curriculum in a Metropolitan Public University”
- Robin Turner (University of Illinois at Urbana-Champaign), “Bridging the Gap: Looking at language and literature courses in French program curricula”
- Stephen Bishop (University of New Mexico), “Decolonization and Diversity Outside the Classroom: The Case for Refugee and Asylum Assistance in French”
- Nina Wardleworth (University of Leeds), “Decolonising narratives of Resistance in the French Curriculum”
- Daniel Maroun (University of Illinois at Urbana-Champaign), “De-canonizing Contemporary Culture Courses: Teaching Culture on Twitter”
- Bethany Schiffman (University of California, Los Angeles), “Beyond the Book: Democratic and Multi-Modal Expression as Anti-Racist Pedagogy”
- Thomas Muzart (Colby College), “Les podcasts comme outil pédagogique pour les classes de français intermédiaire et avancé”
- Julia Gorham (Sequoia Pathway Academy), “Decolonizing Intermediate French: A Multimodal and Critical Literacies Perspective to Questioning Colonization, Racism, and Prejudice”
- Mary Anne Lewis Cusato (Ohio Wesleyan University), “Diverse, Decolonized, Robust, and Strategic: Theories and Strategies for Building a 'Studies in French' Program that is Both Prominent and Ethical”
'How To' Handouts
How to Ask for Pronouns (courtesy of Kris Aric Knisely)
Pdf: howtoprounouns.pdf
The information contained in this infographic is treated in greater detail in: Knisely, K. (2022). Teaching trans knowledges: Situating expansive possibilities in an intermediate French course. In S. Bouamer & L. Bourdeau (Eds.) Diversity and Decolonization in French Studies: New Approaches to Teaching. Palgrave Macmillan. 165-180. https://doi.org/10.1007/978-3-030-95357-7_11 Available at: https://rdcu.be/cKP37
The information contained in this infographic is treated in greater detail in: Knisely, K. (2022). Teaching trans knowledges: Situating expansive possibilities in an intermediate French course. In S. Bouamer & L. Bourdeau (Eds.) Diversity and Decolonization in French Studies: New Approaches to Teaching. Palgrave Macmillan. 165-180. https://doi.org/10.1007/978-3-030-95357-7_11 Available at: https://rdcu.be/cKP37