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. 

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