APPEL A PUBLICATION / CFP: Alizés 45 (2025)Learning and Teaching English in Multilingual Educational Environments
Deadline for abstracts (400 words) and short biographical notes (150 words): July 15, 2024 Submission of final papers: June 15, 2025 MLA format
Created in 1990, the peer-reviewed academic journal Alizés dedicated to English Studies (civilization, literature, linguistics, and didactics), is now published online annually by the Presses Universitaires Indianocéaniques (PUI), Université de La Réunion. In collaboration with ARDAA, issue 45, scheduled for publication in 2025, will be devoted to:
We invite scholars in the fields of second-language acquisition (SLA), applied linguistics and sociolinguistics to contribute to an upcoming special issue of Alizés focused on English and multilingualism. This edition seeks to illuminate the dynamic intersections of language teaching, learning, and multilingualism, emphasising both the sociopolitical landscapes and the educational contexts that shape and are shaped by the phenomena of learning and teaching English as a Foreign Language (EFL), a second language (SL or L2), or as an additional language (EAL). This volume aims to explore these dimensions through two distinct but interconnected perspectives: the impact of multilingualism within sociolinguistic and geopolitical realms on EFL education, and the aspects of learning and teaching English in multilingual settings.
Subtheme 1: The impact of multilingualism on EFL education This subtheme explores the pervasive influence of English within diverse linguistic landscapes and the implications of such dominance on cultural identity, language learning policy, and educational choices. This subject is highly linked to cultural identities and questions the hegemony of English being used as a lingua franca and often taught and learnt as a foreign or second language. The world experienced a precedent with the political success of Latin during the conquest of the Roman Empire. But this gave rise to five major European languages (French, Italian, Portuguese, Romanian, Spanish) that spread throughout the world. English, on the other hand, is a composite language, drawing on Celtic, Latin, French, Germanic and other languages. This issue appears even more politically sensitive when studied from the point of view of speakers whose language used to be dominant. This is the case of the French language which, in a post-colonial world, seems to be weakened, as evidenced, for example, from the now predominant choice of English over French as a foreign language in North African countries. This topic will explore the preeminence of English in a globalised world where the use of English has overwhelmingly become a common practice or even a necessity for many. Contributions could first deal with diglossia and explore the positioning of EFL in relation with other languages or dialects. To what extent is there a form of hierarchy between English and other languages: - in bilingual and multilingual countries, especially in post-colonial contexts (e.g. India, Jamaica, Mauritius, Seychelles, etc.), where English, being an ex-colonial L2, was chosen as the medium of instruction? - in so-called English-speaking countries where other languages challenge English as the most common language? - in territories or organisations where English is used as a lingua franca (in international corporations, in the European Union) (Mortensen)? How are the places of English and other languages culturally or politically negotiated in the field of education? Building on the examination of diglossia and sociolinguistic hierarchy, this volume further delves into how multilingual landscapes adopt strategies to foster communication and learning. Such practices not only reflect but also shape the sociolinguistic environments of regions where multiple languages and sociolects coexist and interact dynamically. Translanguaging could be particularly relevant in educational settings (Favre et al.), where it could serve as a bridge between different linguistic repertoires, enabling students and teachers to make use of all their linguistic resources. This approach challenges traditional views on language separation and seeks to validate the fluid language practices that occur naturally in multilingual communities. These strategies, which include code-switching as a teaching strategy (Causa) and the emerging norms of translingualism, play pivotal roles in defining what is culturally and academically acceptable in regions marked by their colonial and migration histories, such as the diverse linguistic contexts of Jamaica, Mauritius, and the trilingual setting of the Seychelles. The intricate relationship between language policies and issues of social justice and language rights also emerges as a critical area of inquiry. The volume seeks to examine the impact of legislative frameworks governing language use on educational access and equity in multilingual societies. This includes a focus on how migration shapes public linguistic policies in multilingual countries, influencing both the linguistic landscape and the educational strategies employed within these nations. Such discussions are crucial in understanding how language policies can either empower or marginalise communities, particularly in regions where English is not just a foreign or second language but also a tool of socio-economic integration or success. And of course, this also includes the intriguing French paradox. Despite English being the most commonly taught foreign language across primary, secondary, and higher education levels, proficiency levels among French students remain notably low, as indicated by national and international assessments (MEN-DEPP, Manoïlov). This situation reflects a tension between the perceived global necessity of English proficiency and the national educational priorities that may not fully align with the practical demands of multilingual proficiency. Lastly, the negotiation of cultural identity through language in multilingual contexts highlights the profound implications of linguistic choices and the subjective, evolutionary aspects of the language-learning experience (Kramsch). This exploration addresses how identities are constructed and expressed through language use, especially in settings where English dominates. The choice of language in educational and public spheres can affirm or undermine cultural identities, leading to a re-evaluation of language practices in terms of cultural preservation and identity. This facet of the discussion reflects on how the dominance of English affects cultural representation and individual identities.
Subtheme 2: Learning & teaching English in multilingual contexts Articles submitted in the second subtheme will explore language acquisition and the learning of English in various ecosystems, be they formal, informal or non-formal multilingual environments permeating through both the private and the public spheres. Authors may examine bilingual and multilingual upbringing and learning, from early childhood to life-long education. School-based or university activities will be explored together with a wide diversity of extramural (Sundqvist and Sylvén), self-study or informal activities (Toffoli et al.), including digital gaming, social networking, conversing with a generative artificial intelligence bot, and a variety of user practices which may illustrate sociolinguistic variation. Authors may scrutinise the educational implications of considering the English language either as a lingua franca, a school subject, the language of instruction (Dafouz & Gray), a support or developmental language (Bailly et al.), etc. Numerous studies, notably in African post-colonial countries, have delved into the “language question” and shed light on the negative impact of selecting an L2 as the medium of instruction, and on the benefits of teaching in many languages. Seychelles currently uses Kreol Seselwa as the medium of instruction in early primary education and subsequently imposes English as the language of education, although 98% of the student population uses Seselwa as their L1 (Zelime). In Mauritius, Sauzier Uchida has shown that best results were obtained when English, French and Creole were concurrently used as media of instruction. If teaching English doesn’t necessarily jeopardise language preservation, practitioners often grapple with the pedagogical implications of policies, ideologies and practices. Researchers and practitioners may thus investigate these pedagogical implications and wonder to what extent one may nurture cross-linguistic contacts to enhance language teaching. Another question which could be tackled is the sociolinguistic variety of English which is being used around the world when it is practised in a multilingual environment. The first issue that comes to mind is the education sector where EFL teachers speak their own variety of English because they have learnt it in different countries or regions. But are they aware of the sociolect they speak, their accent, their sociolinguistic specificities? Students learn English from different teachers year after year and are also confronted with different varieties through the media (series, films, videos on social media). We need to understand the impact of these different varieties on the type of language they learn. In some countries or in some contexts, it is accepted to speak global English i.e. a form of international language which differs from a standard norm in terms of accent or idiomaticity. Thus, what purists would call “Globish” can be compared to vernacular English and is largely used and is considered as sufficient as long as intelligibility is respected. Research on what can be considered as acceptable forms of international English, according to specific domains, as well as limitations are expected. Contributors could also explore the research areas of content and language integrated learning (CLIL), English as a medium of instruction (EMI) and dual language education (DLE). While CLIL programs associate the dual objectives of teaching a subject content and a foreign language, EMI programs mainly aim at teaching a subject while developing language skills which do not extend beyond those required to deal with the content. Borders between EMI and CLIL may however be blurred, notably in the context of international training projects, English-taught degrees and programs pursuing excellence and attractiveness. On the other hand, students are taught literacy and content in two languages in DLE programs. DLE programs may include developmental programs, two-way-bilingual immersion programs, foreign language programs, heritage language programs, etc. Are such schemes beneficial to all parties? What language proficiency level is required to succeed? In the context of a replication crisis which renders many contextualised scientific studies difficult to reproduce, we welcome original critical studies and evaluations of CLIL, EMI and DLE. Whether they convey randomised controlled experiments or studies in natural education settings, researchers are advised to contemplate affordances, to consider confounding factors, and make allowance for the assumptions of the cognitive load theory. Research on multilingualism is today highly indebted to initial studies on bilingualism. The seminal study on the general intellectual advantages of bilinguals conveyed in 1962 by Peal & Lambert was followed by studies which supported “additive multilingualism”, overturning the initial fears of “subtractive multilingualism” and “semilingualism”. Bilingualism is today a well-trodden path and studies may discuss not only a bilingual advantage hypothesis (Antoniou), but also the potential links between a multilingual advantage hypothesis and proficiency in English. Looking at phonology, syntax and grammar, vocabulary, typographical symbols or punctuation marks, research has shown that interactions between languages occurred at different levels. Researchers initially explored negative transfers, divergence and interference, focusing first on the negative impacts of the L1 on the L2, before they acknowledged “bidirectional transfer” (Pavlenko and Jarvis). The more neutral and encompassing notions of “cross-linguistic interactions” or “cross-linguistic influence” (Siemund) are now preferred to the notion of transfer, and researchers embrace theoretical models of L2 and subsequent languages acquisition. Current cross-linguistic influence models in L3 acquisition include the L1 transfer model, the L2 status factor model, the typological primacy model, the linguistic proximity model, the scalpel model and the cumulative enhancement model. Articles may rely on correlational or observational case studies and consider the association of multilingualism with conscious metalinguistic awareness, unconscious epilinguistic awareness (Gombert) or also metapragmatic awareness (Safont Jordà). Original research studies and replication studies offering controlled experiments to prove causation are also most needed. Different domains and frameworks may therefore be called on to consider the pedagogical implications of research findings on learning and teaching English within a multilingual environment.
We invite authors to submit a 400-word abstract along with a short biographical note (150 words) – by July 15, 2024. Book reviews of recent or understudied works that engage with the aforementioned proposals are also welcome. The proposals will follow the submission guidelines https://alizes.univ-reunion.fr/71 and will be emailed to the editors: alizes[at]univ-reunion.fr All selected proposals will have to be submitted by January 31, 2025, and will be subject to double-blind peer review.
Works Cited Causa, Mariella. L’Alternance codique dans l’enseignement d’une langue étrangère. Peter Lang, 2002. Favre, Mariana Fonseca, et al. “Pratiques translangagières et (dé)cloisonnement curriculaire : deux études de cas en contraste”. Lidil, vol. 67, 2023. Antoniou, Mark. “The Advantages of Bilingualism Debate”. Annual Review of Linguistics, vol. 5, 2019, pp. 395–415. Bailly, Sophie, et al. “L’anglais langue d’appui pour l’apprentissage du Français Langue Étrangère”. L’anglais et le plurilinguisme : Pour une didactique des contacts et des passerelles linguistiques, edited by Gilles Forlot, L’Harmattan, 2009, pp. 35–57. Dafouz, Emma, and John Gray. “Rethinking the Roles of ELT in English-Medium Education in Multilingual University Settings: An Introduction”. ELT Journal, vol. 76, no. 2, 2022, pp. 163–71. Gombert, Jean Émile. Metalinguistic Development. Harvester Wheatsheaf, 1992. Kramsch, Claire. The Multilingual Subject. Oxford University Press, 2009. Manoïlov, Pascale. Les Acquis des élèves en langues vivantes étrangères. Cnesco, 2019. MEN-DEPP, note d’information, n° 17.20, septembre 2017. Mortensen, Janus and Kamilla Kraft. Norms and the Study of Language in Social Life. De Gruyter Mouton, 2022. Pavlenko, Aneta and Scott Jarvis. “Bidirectional Transfer”. Applied Linguistics, vol. 23, no. 2, 2002, pp. 190–214. https://doi.org/10.1093/applin/23.2.190 Peal, Elizabeth, and Wallace Lambert. “The Relation of Bilingualism to Intelligence”. Psychological Monographs: General and Applied, vol. 76, no. 27, 1962, pp. 1-23. https://doi.org/10.1037/h0093840 Safont Jordá, Maria Pilar. “Metapragmatic Awareness and Pragmatic Production of Third Language Learners of English: A Focus on Request Acts Realizations”. International Journal of Bilingualism, vol. 7, n° 1, 2003, pp. 43-69. Sauzier-Uchida, Emi. “Language Choice in Multilingual Mauritius: National Unity and Socioeconomic Advancement”. Journal of Liberal Arts, vol. 126, 2009, pp. 99-130. Siemund, Peter. Multilingual Development. English in a Global Context. Cambridge University Press, 2023. Sundqvist, Pia, and Liss Kerstin Sylvén. Extramural English in Teaching and Learning: From Theory and Research to Practice.Palgrave Macmillan, 2016. Toffoli, Denyze, et al. Language Learning and Leisure - Informal Language Learning in the Digital Age. De Gruyter Mouton, 2023. Zelime, Justin. Contrasting Language-in-Education Policy Intentions, Perceptions and Practice : The Use of English and Kreol Seselwa in the Seychelles. 2022. Umea Universitet, PhD dissertation
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APPEL À PUBLICATIONS. CFP: Alizés 43 (2023)
Colonial, Postcolonial, and Decolonial Encounters in the English-speaking World: Rethinking the Other
Deadline for abstracts (400 words) and short biographical notes (150 words): September 15, 2022
Notification of acceptance: October 15, 2022
Submission of full draft papers: February 1, 2023
Submission of final papers: June 15, 2023
Languages: English, French
MLA format
Created in 1990, the peer-reviewed academic journal Alizés dedicated to English Studies (civilization, literature, linguistics, and didactics), will now be published online annually by the Presses Universitaires Indianocéaniques (PUI), Université de La Réunion. The next issue is scheduled for publication in 2023. It will be devoted to the following theme:
Accounts of intercultural contacts abound in colonialist writing, the idea of the pristine encounter, of a “first encounter” with the non-Western Other having largely inspired a whole section of British and American narrative discourse: Robinson Crusoe meeting Friday, Ilke and Yarico, etc (Hulme). The theme of savagery, of encountering the “uncivilized native” is characteristic of colonial discourse with the discovery of cultural differences serving a specific function in colonial ideology and cultural hegemony. By instigating racial and social hierarchies between Europeans and Natives, colonial societies further asserted their vision of what was seen as a “natural balance” between the East and the West, the South and the North, “Them” and “Us” (Lahiri). Colonial life was consequently imbued with the idea of “Otherness”, leading to misconceptions and fraught perceptions of the “subaltern natives”. As demonstrated by post-colonial academics such as Stuart Hall, or Gayatri Spivak, representations and images of the natives, of the culture of the “Other” lead to generalized and preconceived racial and cultural assumptions, becoming essentially a tool for control and restriction, a way of maintaining and justifying the colonizer’s hegemony (Spivak; Hall).
With the rise of postcolonial theory and the analysis of colonial discourse, the ramifications and continuing legacy of colonial encounters have led theorists and critics towards highlighting the links between ideology, culture and empire (Said). Their reinterpretations of cultural encounters, Otherness and Othering also consider the intersecting race and gender biases that underlie the fluid social construction of identity and difference. Decolonial thinkers call for a non-Western critique of Eurocentrism and modernity, using “subalternized silenced knowledges” (Mignolo) and challenging hegemonic narratives based on colonial binaries.
For this next issue of Alizés, we invite contributions that focus on colonial, postcolonial, or decolonial encounters, examining the concept of the Other and its representations in the English-speaking world from the colonial period to the 21st century.
The concept of the “Other” will be studied from the perspective of Westerners and also from the perspective of the colonized subjects and alternative images of the Self and the Other, of Us and Them. While the instrumentalization of racial prejudice and cultural stereotyping will be considered, other processes such as that of “colonial mimicry” will also provide possible research topics (Bhabha). The idea of cultural assimilation and the process of “hybridization” (Hall) and studies on migration to the UK will also provide another take on the concept of Otherness, allowing us to examine what is now known as “reverse colonialism”. The successive waves of migration from the Global South to the UK, but also to North America or Australia, have led to multiple encounters, the emergence of new “contact zones”, and the necessity of redefining and negotiating one’s sense of cultural identity “in contexts of highly asymmetrical relations of power” (Pratt).
At times welcomed, tolerated, put up with or rejected, encounters also entailcivilization studies. Researchers may here question the When, Why and How surrounding these encounters – which thus includes considerations on the history of encounters in the English-speaking world, their contexts, shapes, representations, reception, and the way relations can be revisited. A wide range of concepts may thus engender interdisciplinary perspectives, as for instance studies on formal and informal empires, on the “Old” and “New” British Commonwealth, American imperialism, or Australian imperialism in the Pacific. Turning points will be of particular interest since they entail analyses of colonialism, anticolonialism, decolonization or postcolonialism: the Suez Crisis, Macmillan’s 1960 “Wind of Change” speech; Nehru’s “Tryst with Destiny” 1947 speech; the institutionalization of apartheid in 1948…
Topics of interest include migration, transnational circulations, the creation of networks (whether economic, political, intellectual, artistic), social policies, cultural policies and the representation of ethnic minorities, internal and foreign policies, diplomacy, soft power, and all the answers provided by state and non-state actors to face, welcome, confront, regulate or use the encounters.
In the fields of arts and literature, the poetics of encounter will be studied in relation to the discourse of the Other and the emergence of postcolonial or decolonial aesthetics. Responding creatively or “writing back” (Ashcroft), several generations of artists and writers have reinterpreted a history of conflictual encounters with Westerners, at home and abroad, as transformative experiences. We also welcome papers that consider the theme of spectral encounters in speculative novels and films, as rewritings of a haunting colonial past.
Such artistic and literary productions can be seen as sites of “performative encounters” (Rosello) in the sense that they are creative expressions of problematic cross-cultural interactions, of permanent negotiations that lead to the production of new ways of being-in-the-world, in contact with the dominant Other. While representing bodies and beings in contact, postcolonial artists and writers cross cultural, aesthetic, and linguistic borders through processes of borrowing, mixing, grafting, hybridization, or creolization, thus highlighting difference and diversity. They may also use vernacular, indigenous forms of creation and expression of self as Other that deconstruct and reject European canons and systems of thought in more radical, disruptive ways.
Many of these artists and writers live in diaspora and/or have become cosmopolitan travelers in a global world, thus generating new encounters. We invite papers that examine how transnational artists and writers explore the experience of being/becoming the Other in contemporary multicultural societies. Contributors may also address the topic of returning home and the othering of returnees in arts and literature.
Whether fruitful or conflictual, social and cultural encounters also translate as linguistic ones. Not only do interactions between speakers of different languages require reflections on sociolinguistics, but they also entail “contact linguistics” – a field which examines the influence languages have on one another. The voices may be in consonance or dissonance, and the consequences of such contacts are often remarkably polymorphous. Linguistic encounters have offered different landscapes and forms of creolization (Glissant) and although postcolonial writers found ways of using and appropriating the English language (the language of the Other, the oppressor), the decolonization of language has been a complex endeavour (Fanon; Thiong’o).
Through cross-fertilization, languages may influence one another; yet the influence may be constrained to a one-way direction, while the spectre of linguistic hegemony stands at the apex of language contact. The polyphony may also give birth to pidgins, Creoles and mixed languages; or take the forms of code-switching or translanguaging (Canagarajah; Garcia & Wei).
Three standpoints can thus be taken: a specific outlook can be given on societies, and more particularly on their multilingual aspects, sociolinguistic contexts and educational policies; a second perspective may focus on the individual level, questioning a wide variety of themes such as language power, representations, bilingualism and pedagogy (Cummins) or the plurilingual skills of the speakers (Coste, Moore, Zarate). A third stance will call forth a reflection on the languages themselves and contact linguistics.
The next issue of Alizés will therefore take a multidimensional approach to the notion of colonial encounters and the construction of Otherness, welcoming papers with varied, innovative and interdisciplinary approaches to our chosen topic.
We invite authors to submit proposals – a 400-word abstract along with a short biographical note (150 words) – by September 15, 2022.
The proposals will be emailed to the editors:
corinne.duboin[at]univ-reunion.fr
florence.pellegry[at]univ-reunion.fr
guilene.revauger[at]univ-reunion.fr
Bibliography
Ashcroft, Bill, Gareth Griffiths, Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-colonial Literatures. London & New York: Routledge, 2nd ed., 2002.
Bhabha, Homi K. The Location of Culture. London & New York: Routledge, 1994.
Canagarajah, Suresh. Translingual Practice, Global Englishes and Cosmopolitan Relations. Routledge, 2013.
Coste, Daniel, Danièle Moore et Geneviève Zarate. Compétence plurilingue et pluriculturelle : vers un Cadre Européen Commun de Référence pour l’enseignement et l’apprentissage des langues vivantes (rév. 2009). Strasbourg : Conseil de l’Europe, Division des politiques linguistiques, Version originale publiée en 1997. https://rm.coe.int/168069d29c
Cummins, Jim. Language, Power and Pedagogy: Bilingual Children in the Crossfire. Bristol, Blue Ridge Summit: Multilingual Matters, 2000. https://doi.org/10.21832/9781853596773
Fanon, Frantz. Peau noire, masques blancs. Paris : Éditions du Seuil, 1952.
García, Ofelia et Wei, Li. Translanguaging : Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan, 2014.
Glissant, Edouard. Traité du Tout-Monde, Poétique IV. Paris : Gallimard, 1997.
Hall, Stuart. “Cultural Identity and Diaspora.” In Identity: Community, Culture, Difference. Ed. Jonathan Rutherford. London: Lawrence & Wishart, 1990. 222-237.
Hulme, Peter. Colonial Encounters: Europe and the Native Caribbean 1492-1797. London: Routledge, 1992.
Lahiri, Shompa. Indians in Britain, Anglo-Indian Encounters, Race and Identity, 1880-1930. London: Frank Cass, 2000.
Mignolo, Walter D. Local Histories/Global Designs: Essays on the Coloniality of Power, Subaltern Knowledges and Border Thinking. Princeton: Princeton University Press, 2020.
Pratt, Mary Louise, “Arts of the Contact Zone”. Profession (1991): 33-40.
Rosello, Mireille. France and the Maghreb: Performative Encounters. Gainesville: University Press of Florida, 2005.
Said, Edward. Culture and Imperialism. New York: Vintage, 1994.
Said, Edward. Orientalism. New York: Pantheon Books, 1978.
Spivak, Gayatri Chakravorty: "Can the Subaltern Speak?". In: Marxism and the Interpretation of Culture. Eds. Cary Nelson and Lawrence Grossberg. Urbana, IL: University of Illinois Press, 1988: 271-313.
Thiong’o, Ngugi wa. Decolonising the Mind: The Politics of Language in African Literature. London: J. Currey, 1986.
APPEL A COMMUNICATIONS
Ecotones #8. Utopia and Ecotone: Contemporary Stakes
Ghent University, Belgium
29 September – 1 October 2022
In partnership with : EMMA (Université Paul-Valéry Montpellier 3), DIRE (Université de La Réunion) et Sciences Po Paris
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Echanges, représentations et résistances dans le monde afro-hispano-américain
Appel à Communications : version espagnole
Appel à Communications : version française
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VOYAGE, PARCOURS INITIATIQUE, EXIL
APPEL A COMMUNICATIONS
Journée d’étude — 25 février 2017
« Voyage, parcours initiatique, exil »
Organisée par l’Equipe d’Accueil DIRE, cette journée d’étude, ouverte à tous les chercheurs, s’adresse en particulier aux étudiants du Master MEEF préparant le CAPES d’anglais, mais également aux étudiants du Master « Monde Anglophone » et aux doctorants.
Les interventions porteront sur l’une des deux thématiques du programme de littérature étrangère pour la session 2017 du CAPES d’anglais : voyage, parcours initiatique, exil.
Pourront être étudiés divers genres littéraires et leurs évolutions au fil des siècles :
- les romans d’aventure, d’exploration, d’évasion, d’immigration, les road novels, les récits de voyages imaginaires, les romans de science-fiction ;
- le roman d’apprentissage ;
- la littérature non-fictionnelle : récits de voyage, d’évasion, d’exil, journaux intimes, correspondances.
L’étude des thèmes du voyage et de l’exil dans la littérature (en langue anglaise ou autres) amènera à s’interroger sur les représentations du monde et la perception de l’autre et de l’ailleurs à travers l’écriture, tout parcours ou « déplacement » conduisant à une redéfinition de soi. Les thèmes récurrents du déracinement, de l’errance et du retour pourront être abordés notamment à travers les textes de la littérature coloniale et postcoloniale.
Les propositions de communication (250 mots) en français ou en anglais, accompagnées d’une courte notice biographique (100 mots), seront adressées par courriel à Corinne Duboin d’ici le 1er octobre 2016.
e-mail : corinne.duboin[at]univ-reunion.fr
Les contributions pourront être éventuellement soumises dans un second temps pour publication dans le n° 5 de la revue TrOPICS (2018).
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TABOUS ET TRANSGRESSIONS
QUATRIEME JOURNEE de RECHERCHES "INTERSEXUALITES" : "Thème spécifique : Tabous et transgressions"
Vendredi 30 septembre 2016
Université de La Réunion - Faculté des lettres et des Sciences humaines
EA DIRE
Organisateurs : Florence Pellegry, Françoise Sylvos, Stéphane Fossard
stephane.fossard@orange.fr; francoise.sylvos@wanadoo.fr; florence.pellegry@gmail.com
Appel à communications
Mot d'origine polynésienne, le tabou renvoie à des prohibitions, dans un système d'oppositions entre la norme et ce qui s'en écarte, entre ce qui est sacré et ce qui ne l'est pas. Le tabou désigne à la fois l'interdiction et l'objet prohibé. Le tabou, acte prohibé vers lequel l’inconscient est poussé par une tendance très forte, tourmente l’humanité. Braver l'interdit (essentiellement l'interdit de l'inceste et de l'anthropophagie, fondatrice de la horde à l'origine puis objet d'un renoncement radical dans la plupart des sociétés) est susceptible d'attirer sur l'individu déviant un châtiment d'ordre humain ou divin. Ce mot a été étendu par les ethnologues à toutes les interdictions d'ordre magique, religieux ou rituel. Totem et tabou de Freud (1911) montre l'ambivalence du tabou, fondateur (cannibalisme social sur lequel s'appuie la horde "primitive") et, dans d'autres cultures, objet de répulsion absolue et de condamnation.
S’affichant toujours plus librement, la sexualité remet constamment en question notre rapport à l’autre, au monde ainsi qu’à nous-mêmes. Le jeu existant entre les notions de tabou et de transgression dans le domaine de la sexualité sera au cœur de ce nouveau volet des journées d’études ‘intersexualité’. Face à la nécessité de se conformer à la bonne morale, c’est à travers l’acte de transgression que l’on affirme son désir de se libérer des contraintes sociales qui régissent nos vies. Tout est finalement question de désir, de revendication, d’affirmation de soi. On se demandera quelle est la place sociale du tabou, mais aussi quelle est sa fonction dans les arts et la littérature. L'une de nos hypothèses est que le désir de lecture et la pulsion scopique sont conditionnés par un intérêt conscient ou non pour tout ce qui, dans les œuvres littéraires notamment, mais aussi cinématographiques, relève du tabou. Le tabou est tantôt le motif d'une dénonciation au regard de la barbarie sociale (cf. la légende d'Ugolin), tantôt la motivation de l'acte de lecture en tant qu'il devient objet de fascination trouble, au centre d'une représentation artistique ou littéraire qui permet de lever la censure (cf. le succès mondial récent d'un best-seller aux 50 nuances de gris).
Dans une acception élargie du terme "tabou", nous nous intéresserons à la notion de « passage à l’acte » en rapport aux relations de sexe, et à ses diverses occurrences dans des domaines variés tels que l’histoire, l’art, ou encore la littérature. Le langage de la séduction sera une thématique centrale de cette journée d’étude. Comment convainc-t-on l’autre de céder à ses avances ? Le pouvoir des mots utilisés par le séducteur nous renseigne sur les relations entre les sexes et la culture sexuelle d’une époque. Le lecteur devient alors un voyeur, témoin privilégié des fantasmes de l’auteur ou de ses représentations sur les relations amoureuses.
Qui dit séduction, transgression, dit viol et violence. Le problème du consentement, de la volonté de personnes concernées par l’acte charnel pourra également venir alimenter notre réflexion. Notre volonté étant d’étendre cette journée d’étude à toutes les disciplines pouvant éclairer le problème du passage à l’acte, l’art pictural ou musical pourra venir illustrer l’idée de transgression et de passage à l’acte.
On s'attachera enfin à la question institutionnelle du tabou, aux réactions de l'institution littéraire et de la société face aux transgressions.
Plusieurs propositions de communications sont déjà parvenues pour cette journée d'études :
- Jean-Baptiste Amadieu (Collège de France), "Transgressions à géométrie variable: rhétoriques censoriales sur les effets de la lecture".
- Marc Arino, "D'un cycle à l'autre : l'inceste fondateur en question dans l'oeuvre tremblayenne (1978-2015)".
- Guilhem Armand, "la question de l'inceste au siècle des Lumières" (Voltaire et les incestes de la Bible / Diderot et l'inceste tahitien, Bibiena et ses fantasmes...).
- Isabelle Malmon, Proposition de communication sur Gauguin (Le Tupapau).
- Stéphane Fossard, « L’homosexualité dans « La Sarbacane » de Paul Lacroix ».
Merci de bien vouloir nous envoyer vos propositions de communications d'ici la fin du mois d’août (cf. les mails ci-dessus).
Image et savoir
Identités en contextes pluriels
Le Porteur. Der Träger (Université de la Réunion, 2-4 mai 2016)
A propos de la réception littéraire, photographique, filmique et artistique d'une figure porteuse de l'histoire coloniale