Laronde Michel Rethinking Reading, Writing, and a Moral Code in Contemporary France: Postcolonializing High Culture in the Schools of the Republic 9780739181669

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Автор: Laronde Michel
Название: Rethinking Reading, Writing, and a Moral Code in Contemporary France: Postcolonializing High Culture in the Schools of the Republic
ISBN: 9780739181669
Издательство: Bloomsbury
Классификация:

Литературоведение: Общие вопросы

Региональные исследования

Миграция, иммиграция и эмиграция

ISBN-10: 0739181661
Обложка/Формат: Hardback
Страницы: 226
Вес: 0.54 кг.
Дата издания: 29.05.2014
Серия: After the empire: the francophone world & postcolonial france
Язык: English
Иллюстрации: Black & white illustrations, figures
Размер: 237 x 162 x 23
Читательская аудитория: Professional & vocational
Подзаголовок: Postcolonializing high culture in the schools of the republic
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Поставляется из: Англии
Описание: 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 clich s 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 Houaris self-initiation to French literature in his autobiographical text, to revaluating cultural clich s in and out of school by Za r 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 clich s 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.

Rethinking Reading, Writing, and a Moral Code in Contemporary France: Postcolonializing High Culture in the Schools of the Republic, Laronde Michel