306 p., While it has long been assumed that schooling is integral to the construction of modern nation-states, surprisingly little is known about whether and how teachers actually go about transmitting national culture in the classroom. Relying on ethnographic research conducted in lycées on the French island of Martinique, including classroom observations, semi-structured interviews with teachers, informal interviews with school administrators and regional policymakers, and archival research, the author explores the ways in which history-geography teachers negotiate the construction of national and regional identities on an everyday basis, and in doing so become active participants in the formation of these identities within schools. The author finds that teachers in Martinique have long had significant influence over the implementation of national curricula.
Burgwinkle,William E. (Editor), Hammond,Nicholas (Editor), and Wilson,Emma (Editor)
Format:
Book, Edited
Publication Date:
2011
Published:
New York: Cambridge University Press
Location:
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
798 p., From Occitan poetry to Francophone writing produced in the Caribbean and North Africa, from intellectual history to current films, and from medieval manuscripts to bandes dessinées, this History covers French literature from its beginnings to the present day. Includes Celia Britton's "Writing and postcolonial theory."
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
Papers presented at the annual French Literature Conference (French Literature Conference; (2008 : University of South Carolina)., 208 p., Includes Rose-Myriam Réjouis' "Object lessons: metaphors of agency in Walter Benjamin's 'The task of the translator' and Patrick Chamoiseau's Solibo magnifique" and Rachelle Okawa's "Translating Maryse Condé's Céanire cou-coupé: dislocations of the Caribbean self in Philcox's Who slashed Celanire's throat? a fantastic tale."
