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A reexamination of 1970s France as a decade of intellectual, cultural, and political consequence, both then and now Number 143 of Yale French Studies, "The French Seventies," reintroduces and reorients readers to a decade typically considered a period of disillusionment and malaise in the wake of the 1960s. This collection of essays, edited by Richard J. Golsan and Lynn A. Higgins, shows that the era was in fact a period of intellectual, cultural, and political ferment. It was a time not of spectacular leaps forward but rather of searching, regrouping, and cultivating trends that would flower in the 1980s and beyond, for better or worse. The volume offers interdisciplinary scholarly essays on history, film, national identity as articulated in the mode rétro, social and literary movements, and more. Interviews and personal history essays by major figures who actively participated in this decade add further dimension to this broad collection.
Irène Némirovsky's Suite Française and Jonathan Littell's Les Bienveillantes constitute the two most important literary publishing events in France in the new millennium. Both novels have enjoyed enormous commercial and critical success, and both have generated considerable controversy among literary critics and historians. In this volume of Yale French Studies, leading scholars in the fields of literary studies and history reflect upon the significance of these two works and attempt to answer some of the questions that they raise about the ways in which literary fiction organizes our understanding of the past and our perception of the world.
This important theoretical work by Paul de Man sets forth a mode of reading and interpretation based on exemplary texts by Rousseau, Nietzsche, Rilke, and Proust. The readings start from unresolved difficulties in the critical traditions engendered by these authors, and they return to the places in the text where those difficulties are most apparent or most incisively reflected upon. The close reading leads to the elaboration of a more general model of textual understanding, in which de Man shows that the thematic aspects of the texts--their assertions of truth or falsehood as well as their assertions of values--are linked to specific modes of figuration that can be identified and described. The description of synchronic figures of substitution leads, by an inner logic embedded in the structure of all tropes, to extended, narrative figures or allegories. De Man poses the question whether such self-generating systems of figuration can account fully for the intricacies of meaning and of signification they produce. Throughout the book, issues in contemporary criticism are addressed analytically rather than polemically. Traditional oppositions are put in question by a rhetorical analysis which demonstrates why literary texts are such powerful sources of meaning yet epistemologically so unreliable. Since the structure which underlies this tension belongs to language in general and is not confined to literary texts, the book, starting out as practical and historical criticism or as the demonstration of a theory of literary reading, leads into larger questions pertaining to the philosophy of language. "Through elaborate and elegant close readings of poems by Rilke, Proust's Remembrance, Nietzsche's philosophical writings and the major works of Rousseau, de Man concludes that all writing concerns itself with its own activity as language, and language, he says, is always unreliable, slippery, impossible....Literary narrative, because it must rely on language, tells the story of its own inability to tell a story....De Man demonstrates, beautifully and convincingly, that language turns back on itself, that rhetoric is untrustworthy."--Julia Epstein, Washington Post Book World "The study follows out of the thinking of Nietzsche and Genette (among others), yet moves in strikingly new directions....De Man's text, almost certain to be endlessly provocative, is worthy of repeated re-reading."--Ralph Flores, Library Journal "Paul de Man continues his work in the tradition of 'deconstructionist criticism, '... which] begins with the observation that all language is constructed; therefore the task of criticism is to deconstruct it and reveal what lies behind. The title of his new work reflects de Man's preoccupation with the unreliability of language. ... The contributions that the book makes, both in the initial theoretical chapters and in the detailed analyses (or deconstructions) of particular texts are undeniable."--Caroline D. Eckhardt, World Literature Today
Andre Gide, renowned French essayist, novelist, and playwright, was also a homosexual apologist whose sexuality was central to the whole of his literary and political discourse. This book by Patrick Pollard--the first serious study of homosexuality in Gide's theater and fiction--analyzes his ideas and traces the philosophical, anthropological, scientific, and literary movements that influenced his thought. Pollard begins by discussing Corydon, a defense of pederasty that Gide felt was his most important book. He then provided a historical and analytical survey of books that contributed to Gide's perception of homosexuality, including works on philosophy, social theory, natural history, and medicolegal questions. Pollard goes on to investigate works of fiction--ancient and modern, European and Oriental--in which Gide saw homosexual elements. He concludes by considering the homosexual themes in Gide's own works, analyzing the ways that Gide constantly tried to resolve conflicts between nature and culture, hypocrisy and honesty, corruption and sound moral judgment, anomaly and conformity, and sexual freedom and religious constraint. The book provides a new perspective on Gide's work, a reconstruction of the moral and intellectual climate in Europe at the beginning of the twentieth century, and a substantial contribution to the cultural history of homosexuality.
Drawing on texts the French thinker wrote between 1938 and 1947, Hussey addresses the question and challenge of Bataille's relation to mysticism, examining the relation between his account of an inner experience of lost identity, and how he parallels it to traditional forms of religious mysticism. Subjects are not indexed. Annotation copyrighted by Book News Inc., Portland, OR.
The 2007 manifesto in favour of a "Litterature-monde en francais" has generated new debates in both "francophone" and "postcolonial" studies. Praised by some for breaking down the hierarchical division between "French" and "Francophone" literatures, the manifesto has been criticized by othersfor recreating that division through an exoticizing vision that continues to privilege the publishing industry of the former colonial metropole. Does the manifesto signal the advent of a new critical paradigm destined to render obsolescent those of "francophone" and/or "postcolonial" studies? Or isit simply a passing fad, a glitzy but ephemeral publicity stunt generated and promoted by writers and publishing executives vis-a-vis whom scholars and critics should maintain a skeptical distance? Does it offer an all-embracing transnational vista leading beyond the confines of postcolonialism orreintroduce an incipient form of neocolonialism even while proclaiming the end of the centre/periphery divide? In addressing these questions, leading scholars of "French", "Francophone" and "postcolonial" studies from around the globe help to assess the wider question of the evolving status ofFrench Studies as a transnational field of study amid the challenges of globalization.
Luce Irigaray: Teaching explores ways to confront new issues in education. Three essays by Irigaray herself present the outcomes of her own experiments in this area and develop proposals for teaching people how to coexist in difference, reach self-affection, and rethink the relations between teachers and students. In the last few years, Irigaray has brought together young academics from various countries, universities and disciplines, all of whom were carrying out research into her work. These research students have received personal instruction from Irigaray and at the same time have learnt from one another by sharing with the group their own knowledge and experience. Most of the essays in this book are the result of this dynamic way of learning that fosters rigour in thinking as well as mutual respect for differences. The central themes of the volume focus on five cultural fields: methods of recovery from traumatic personal or cultural experience; the resources that arts offer for dwelling in oneself and with the other(s); the maternal order and feminine genealogy; creative interpretation and embodiment of the divine; and new perspectives in philosophy. This innovative collaborative project between Irigaray and researchers involved in the study of her work gives a unique insight into the topics that have occupied this influential international theorist over the last thirty years.
Filmed School examines the place that teaching holds in the public imaginary through its portrayal in cinema. From early films such as Mädchen in Uniform and La Maternelle to contemporary images of teaching in Notes on a Scandal and The History Boys, teachers’ roles in film have been consistently contradictory, portraying teachers as both seducers and selfless heroes, social outcasts and moral models, contributing to a similarly divided popular understanding of teachers as both salvific and sinister. In this book, Stillwaggon and Jelinek present these contradictory images of teaching through the concept of transference—the fantastical belief in another’s knowing that founds a teacher’s authority in relation to her students and, to some degree, the public at large. Tracing the place of transference across a century of school films, each chapter demonstrates the persistence of this fantasy in one of the dreams or nightmares of teaching that recurs thematically in school films: the teacher-as-savior, seducer, signifier in a moribund discourse, and sacrificial object. Through these analyses, the authors suggest that something might be missing in our attempts to theorize education when we leave our unthought fantasies of teaching out of the picture. This book will be of key interest to academics, researchers, and postgraduate students in the fields of educational theory, teacher education, philosophy of education, film and media studies, psychoanalysis, sociology of education, curriculum studies, and cultural studies.
Interpreting the Republic focuses on contemporary French literary and cinematic works (1986-2003) that reflect on what it means to belong to a nation such as France by giving voice to those who find themselves marginalized by French society. While citizenship and belonging can be, and indeed are, interpreted differently depending on the socio-cultural and political context, it is the foundational universalist republican principle of egalitarianism that has remained the sacred cow of French society. One of the major claims of this study is that the rigidity of French national discourse that attempts to impose a certain homogeneity in its official identificatory practices--all citizens are French, and thus difference (ethnic, sexual or other) ceases to matter--is but one of the many possible interpretations of the notion of the Republic. Vinay Swamy seeks to show how such supposedly unshakeable principles, too, can be, and often are, reinterpreted in novel ways by the works analyzed in this study, which carve out niches for their protagonists that are otherwise foreclosed in the French national space. Swamy examines the different tactics of identification deployed in works ranging from early "romans beurs" by Azouz Begag, Farida Belghoul and Soraya Nini, and Allah Superstar, the 2003 satirical novel by Y.B., to a number of films including Gazon maudit (1995), Ma vie en rose (1997), Le Placard (2001), Chouchou (2003), all of which (re)interpret the Republic in an effort to legitimize their protagonists' otherwise marginalized social position(s). He demonstrates how all these works put pressure, in a variety of ways, on an unacknowledged understanding of the institutional positions.
In this book, Nathan Hulsey explores the links between game design, surveillance, computation, and the emerging technologies that impact our everyday lives at home, at work, and with our family and friends.