Search

Copyright of Cahiers Victoriens & Edouardiens is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Through this paper, we explore plurilingual and intercultural communication’s situations in a medical context from the point of view of epistemic injustices (Fricker, 2007). Using narrative explicitative interviews on two situations (concerning birth and death), described by two intercultural mediators, we analyze their practices and highlight what they do to ensure that non-native speakers’ voice is listened to and believed. Our study contributes, on the one hand, to highlighting certain aspects related to epistemic injustices in intercultural communication, and on the other hand, to rethinking critically the relations between the ontologies underlying the relationship to the other, to the body and to health, mobilized in medical institutions. [ABSTRACT FROM AUTHOR]

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to address authority in educational relations by focusing on the specific vulnerabilities to which one who successfully occupies the position of authority in the contemporary democratic context is exposed. The purpose, from a philosophical point of view, is articulated around a broad acceptation of the concept of benevolence and in permanent resonance with the dual challenge of individual autonomy and the autonomous functioning of collectives, which seems to be that of the society of individuals. It is a question of showing that to be able to sustainably show kindness towards the other in the occupation of a place of authority passes by a form of benevolence applied to oneself. [ABSTRACT FROM AUTHOR]

Ministerial circulars call not only for awareness-raising, but for a real "youth mobilisation" against global warming. These recommendations concern the neutrality of the school space within the republican framework. In order to depart from recurring debates in France, we propose here to take a detour through America, with the Little Rock affair and the Hannah Arendt's paper about claims of the State to initiate the process of social desegregation by ordering public high schools to integrate black students. But engaging youth in adults political struggles, it is not betraying education?Yet many tensions into Arendt's political philosophy suggest resting the problem of school neutrality in a less radical way when the subject concerns preservation of life, that is a necessary, although insufficient, condition of education. But, on the other hand, what to think mobilizing students by inculcating "good practices" without promoting reflection? In short, if the school, as an institution, is to serve as a relay for public policies, how should it perform the role assigned to it? Shouldn't youth mobilization take other forms than enrollment? [ABSTRACT FROM AUTHOR]

This paper explores, from the perspective of political philosophy of education, the hypothesis that an explicit and assumed paradigm shift from a republican view of school to a more democratic, individualistic, liberal and morally minimalist conception of school may be necessary in the near future. First we refine this initial diagnosis by specifying the way in which society of individuals compels institutions to work on redefining their legitimacy and the conditions of possibility of their action (1). Then we present three concepts drawn from the liberal axiomatic and/or its contemporary deployments and reinvestment - the axiological neutrality of the state, negative freedom and prudence - which we deem to enable school to take up such a challenge (2). Finally, we test these proposals for intellectual resources by showing how they can help school clarifying its social and political role, to make itself capable of being inclusive and inspiring confidence (3). [ABSTRACT FROM AUTHOR]

In his papers about educational neutrality, Jaurès stresses that neutrality is a lie and that the Church as well as conservative republicans are seeking by this means to thwart the emancipatory nature of public education: "only the nothingness is neutral". Jaurès upholds a republican and socialist secularity. Secularity is emancipation and socialism is the end state of the emancipatory process which arose with the French Revolution. Nevertheless, how can the teacher commit himself for socialism while respecting the secularity principle and the pupil's freedom of conscience? "Only what we are is taught and can be taught" states Jaurès. Socialism is not a doctrine that the schoolmaster can teach, but is the life principle enlivening his teaching. Jaurès recommends a pedagogic method formed simultaneously with objectivity, enthusiasm, width and perspective. The teacher moves himself aside facts and commits himself with euphoria for the progress of humankind. He expands his teaching to all major problems and raises the child's mind toward its embodied awareness of infinity. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With his two “king size papers” published in 1921–3 in the Revue des Langues romanes (RLaR) —actually a preprint of a major essay in Romance linguistics and dialectology—, Georges Millardet deserves to be considered as one of the precursors of the paradigm of General Dialectology (when dialectology meets theoretical and formal linguistics). The prepublication of this seminal essay constitutes a milestone in the history of Romance studies, especially for the epistemological development of Romance linguistics. The author, siding with Maurice Grammont's skepticism vis-à-vis the linguistic geography of the Paris school, dominated by Jules Gilliéron, rehabilitates the Neogrammarian comparative method, opening up pioneering prospects towards modern phonology, by analyzing the structural or systemic independence of the dialectical areas in space and time. This vigorously controversial piece of scholarship confronts the ideas in vogue at the time in Romance dialectology, especially linguistic geography, held by Jules Gilliéron and his followers, in the light of methods used in general linguistics, which is still incipient in France and Western Europe. With other contributions from the same author in the RLaR, these two major papers from Georges Millardet are both an Opera aperta (as Umberto Eco coined it, i.e. an inexhaustible source of knowledge and insights) and a mirror of the pre- and post-WWI epoch, and of the current challenges met by the paradigms of Romance linguistics and dialectology, at any time.

This volume offers a selection of the papers of the international conference “Invisibles Lives, Silent Voices in the British Culture, Literature and Arts of the 20th and 21stCenturies”, which was organised online on the 15th and 16th October 2020 by Alice Borrego (université Paul-Valéry Montpellier 3, EMMA) and Héloïse Lecomte (ENS de Lyon, IRHIM). The present articles offer new interpretations of the complex representations of invisibility and silence in artistic and literary works of the 20th and 21st centuries. From modernism to the contemporary period, the diverse forms of expressions (short stories, novels, autobiographical narratives and musical documentaries) analysed in these papers question the possibility of giving (back) a voice to the invisibilised populations of British society.

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cahiers Victoriens & Edouardiens is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The New Biography emerged in the 1920s and 1930s under the impulse of Virginia Woolf, Lytton Strachey and Harold Nicolson. Although their appreciation of each other varied, these writers read and influenced each other’s work; they formulated similar conceptualisations of biography, giving strength to Woolf’s idea of a ‘new school of biographies’ (Woolf 1927, 475). In recent years, researchers such as Max Saunders and Laura Marcus have asserted the importance of the New Biography in understanding and reassessing the status of auto/biographical forms in modernist texts. This paper seeks to show that the New Biography developed a specific aesthetics of the biographical subject, contributing to the politics of the modernist self in the early twentieth century. I argue that this aesthetics is mainly motivated by the centrality of personality and the necessarily subjective perception of that personality. In these narratives, personality is the main plot device, driving the story forward, and providing a rationale for the life trajectory. It is a common practice to define the modernist self in terms of its de-centredness and its fragmented nature, and this clarifies why the New Biographers sought to find techniques that create oblique and blurred visualisations of their subjects. Visuality, in this paper, concerns perspective and the biographer’s staging of the performance of perception, as mirrored in the eyes of secondary subjects, and in those of the biographer him/herself. Anchoring my study to the theories of historian and philosopher Frank Ankersmit on the assessment of truth in historical representations, I argue that this mirror effect is used by the New Biographers to highlight the constructedness of all visions of the subject. This subsequently subverts the reliability of the narrative, but also accounts for the artistic dimension of the biography, and intensifies the complex interconnections between literature and historiography.

Can a genealogy be established between Britannia (Thomas Arne composed Rule Britannia in 1740) and Brexit? Whilst the concept of Empire 2.0 has often been used to engage with the range of reasons put forward by Brexiteers to support the principle of a breakaway from the EU, commentators have often neglected the long-term ramifications of the feelings that may have played a role in the choice of 52% of the British population in the summer of 2016. Yet, a longue durée approach reveals compelling continuities over several centuries. Historiographical developments since the 1980s have pointed towards the persisting influence of the imperial experience on the DNA of British culture and politics. This was reflected in a range of cultural manifestations reaching large constituencies of the population of the British Isles—what John MacKenzie has termed ‘Popular Imperialism’. This paper explores the hypothesis that this deeply rooted attachment to the Empire has been running consistently (although at varying degrees) at least since the eighteenth century, and has found a new lease of life among supporters of the Brexit process, who have celebrated often implicitly the strength of the imperial legacy as a suitable alternative to the EU project. Spanning three centuries of British cultural history, this paper offers a provocative insight into the long-term dynamics that have made the unthinkable possible: that one of the leading proponents of post-war European cooperation and free trade, would decide one day to turn its back to the ideals it had actively promoted—for instance, as a founding member of the Council of Europe.

Copyright of Cahiers Victoriens & Edouardiens is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper begins at the rock in Switzerland where Nietzsche came up with his theory of eternal return, with a promise that its connection to Murdoch’s The Green Knight will be clear by the end. The eternal return introduces the key theme of repetition, from Peter Mir’s desire to re-enact his ‘death’, to Harvey’s return to the Italian bridge where he hurt his foot. Murdoch also introduces repetition through her allusions, such as the titular reference to Sir Gawain and the Green Knight. Murdoch subverts such textual precursors by ‘scrambling’ their messages, twisting their meanings and mixing them up in a way that removes the possibility of a single, coherent meaning. This ‘scrambling’ reflects Murdoch’s concern with the dual roles of contingency and necessity in human existence. While Murdoch draws on various philosophical and literary influences—Schopenhauer, Plato, even Nabokov—this paper argues that Nietzsche is a particularly important interlocutor here, especially his influence on Lucas and Sefton’s critical view of historicism. The final section examines the novel’s explicit references to Nietzsche’s eternal return, culminating with the scene where Moy returns a stone to its ‘rightful’ place near Bellamy’s seaside cottage. This is Murdoch’s ultimate caricature of the human desire to imagine patterns and order in the universe—indeed, the place where Moy carries this out is described in the exact same terms as the rock where Nietzsche discovered the eternal return, creating yet another repetition, and at the same time, another scrambled form.

Copyright of Cahiers Victoriens & Edouardiens is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cahiers Victoriens & Edouardiens is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)