Rethinking Reading, Writing, And A Moral Code In Contemporary France: Postcolonializing High Culture In The Schools Of The Republic by Michel LarondeRethinking Reading, Writing, And A Moral Code In Contemporary France: Postcolonializing High Culture In The Schools Of The Republic by Michel Laronde

Rethinking Reading, Writing, And A Moral Code In Contemporary France: Postcolonializing High…

byMichel Laronde

Hardcover | May 29, 2014

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High Culture is the symbolic culture inherited from classical literature that is transmitted to French children by the "Schools of the Republic" in the form of citations and clichés that represent a conventional cultural capital. The book follows the process of learning how to read and write in French primary and secondary schools as it is represented in the fiction written by authors whose experience was that of pupils born from North and sub-Saharan African immigrant parents during the 1960-2000 period. Autobiographical novels by 'beur' and Afro-French authors (1980s and 1990s respectively) and one film by Merzak Allouache (1996) disclose some of the strategies for learning how to read and write that challenge the conventions of a State-controlled school system inherited from the Third Republic during colonial times. From the experience of Kassa Houari's self-initiation to French literature in his autobiographical text, to revaluating cultural clichés in and out of school by Zaïr Kedadouche, Azouz Begag or Calixthe Beyala, a postcolonial mentality emerges from the literature of a post-1980s multicultural France where Orality plays a key role in reinterpreting clichés from High Culture and informs a new moral Code. Rethinking Reading, Writing, and a Moral Code astutely suggests a need for the school system to rethink its didactic approach to teaching language and literature, if French education is to reflect the postcolonial character of contemporary cosmopolitan culture and facilitate the integration of communities of diverse ethnic origins.
Michel Laronde is professor of French and francophone studies at the University of Iowa.
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Title:Rethinking Reading, Writing, And A Moral Code In Contemporary France: Postcolonializing High…Format:HardcoverDimensions:264 pages, 9.26 × 6.34 × 0.97 inPublished:May 29, 2014Publisher:Lexington BooksLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0739181661

ISBN - 13:9780739181669

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Table of Contents

ContentsTranslator's Notes PrefaceTheoretical Preamble: Displaced Discourses: Post(-)coloniality, Francophone Space(s), and the Literature(s) of Immigration in FranceIntroduction: Writing as Sociocritics Insert 1. Premiers textes littéraires: For a PrefaceChapter 1. Orality: A Code for a Postcolonial Reading? Insert 2. "A Common Basis for Knowledge"Chapter 2. From Reading to Writing. Self-Education for an "Untamed" Thinking Process Insert 3. Azouz BegagChapter 3. The Text Robber. Textual Irony, Cultural Irony Insert 4. A Matter of Morals. 2005: "La Marseillaise" Is Back in the Schools of the Republic Insert 5. Truth and Lying: L'ingratitudeChapter 4. From One Parasite to Another or How to Circulate Between Culture and Language Insert 6. The Beur of SuccessChapter 5. Tactics or Strategy? Learning Alternative Ways of Reading or How to Debunk Stereotypes Insert 7. A Play on Words: Photocopying / Photocopillage Insert 8. RécitationChapter 6. La Fontaine and Salut Cousin!. The Margin from Inside in Arabo-French CinemaConclusion: High Culture and MulticulturalismNotesBibliographyIndex

Editorial Reviews

Rethinking Reading, Writing, and a Moral Code in Contemporary France: Postcolonializing High Culture in the Schools of the Republic is the timely translation by Michel Laronde of his Postcolonialiser la Haute Culture à l'Ecole de la République. This insightful book astutely examines the ways in literary and filmic texts by postcolonial subjects from immigrant communities in France reinterpret and re-locate references to the classical literary models used in French schools to teach dominant linguistic and cultural values. I have long used Prof. Laronde's French-language work in my own teaching and research. I welcome this new translation as it will constitute a valuable addition to the corpus of works currently available in English on postcolonial literature and film in French.