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Rethinking Reading, Writing, and a Moral Code in Contemporary France: Postcolonializing High Culture in the Schools of the Republic (After the Empire: The Francophone World & Postcolonial France) - Hardcover
Synopsis
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.
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About the Author
Michel Laronde is professor of French and francophone studies at the University of Iowa.
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Rethinking Reading, Writing, and a Moral Code in Contemporary France
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Bloomsbury Publishing (UK), 2014
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Rethinking Reading, Writing, and a Moral Code in Contemporary France
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Bloomsbury Publishing (UK), 2014
ISBN 10: 0739181661
ISBN 13: 9780739181669
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Rethinking Reading, Writing, And a Moral Code in Contemporary France
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Rethinking Reading, Writing, and a Moral Code in Contemporary France: Postcolonializing High Culture in the Schools of the Republic (After the Empire: The Francophone World and Postcolonial France)
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Rethinking Reading, Writing, And a Moral Code in Contemporary France
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Rethinking Reading, Writing, and a Moral Code in Contemporary France (Hardcover)
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Hardcover. Condition: new. Hardcover. 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 cliches 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 cliches in and out of school by Zair 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 cliches 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 astutely follows the experience of learning how to read and write in French elementary and secondary schools as remembered by postcolonial authors from the 1980s and 1990s in their autobiographical novels and texts. By exploring th. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9780739181669
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Rethinking Reading, Writing, and a Moral Code in Contemporary France (Hardcover)
Published by
Bloomsbury Publishing Plc, Lanham, MD, 2014
ISBN 10: 0739181661
ISBN 13: 9780739181669
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Hardcover. Condition: new. Hardcover. 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 cliches 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 cliches in and out of school by Zair 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 cliches 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 astutely follows the experience of learning how to read and write in French elementary and secondary schools as remembered by postcolonial authors from the 1980s and 1990s in their autobiographical novels and texts. By exploring th. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Seller Inventory # 9780739181669
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Rethinking Reading, Writing, and a Moral Code in Contemporary France : Postcolonializing High Culture in the Schools of the Republic
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Condition: Sehr gut. Zustand: Sehr gut | Seiten: 264 | Sprache: Englisch | Produktart: Bücher | 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. Seller Inventory # 24581404/2
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Rethinking Reading, Writing, and a Moral Code in Contemporary France: Postcolonializing High Culture in the Schools of the Republic
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Hardcover. Condition: Brand New. 223 pages. 9.50x6.50x1.25 inches. In Stock. Seller Inventory # x-0739181661
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Rethinking Reading, Writing, and a Moral Code in Contemporary France | Postcolonializing High Culture in the Schools of the Republic
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Buch. Condition: Neu. Rethinking Reading, Writing, and a Moral Code in Contemporary France | Postcolonializing High Culture in the Schools of the Republic | Michel Laronde | Buch | Gebunden | Englisch | 2014 | Lexington Books | EAN 9780739181669 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand. Seller Inventory # 105423082