Access your Project MUSE content using one of the login options below Close(X)
Browse Results For:
The Urban Grounds of Anti-Imperialism and Feminism in Interwar Paris
World War I gave colonial migrants and French women unprecedented access to the workplaces and nightlife of Paris. After the war they were expected to return without protest to their homes–either overseas or metropolitan. Neither group, however, was willing to be discarded. Between the world wars, the mesmerizing capital of France’s colonial empire attracted denizens from Africa, the Caribbean, and the United States. Paris became not merely their home but also a site for political engagement. Colonial Metropolis tells the story of the interactions and connections of these black colonial migrants and white feminists in the social, cultural, and political world of interwar Paris and of how both were denied certain rights lauded by the Third Republic such as the vote, how they suffered from sensationalist depictions in popular culture, and how they pursued parity in ways that were often interpreted as politically subversive. This compelling book maps the intellectual and physical locales that the disenfranchised residents of Paris frequented, revealing where their stories intersected and how the personal and local became political and transnational. With a focus on art, culture, and politics, this study reveals how both groups considered themselves inhabitants of a colonial metropolis and uncovers the strategies they used to colonize the city. Together, through the politics of anti-imperialism, communism, feminism, and masculinity, these urbanites connected performances of colonial and feminine tropes, such as Josephine Baker’s, to contestations of the colonial system.
The Hidden Stories of Early Modern French Culture
Colonizer or Colonized introduces two colonial stories into the heart of France's literary and cultural history. The first describes elite France's conflicted relationship to the Ancient World. As much as French intellectuals aligned themselves with the Greco-Romans as an "us," they also resented the Ancients as an imperial "them," haunted by the memory that both the Greeks and Romans had colonized their ancestors, the Gauls. This memory put the elite on the defensive--defending against the legacy of this colonized past and the fear that they were the barbarian other. The second story mirrored the first. Just as the Romans had colonized the Gauls, France would colonize the New World, becoming the "New Rome" by creating a "New France." Borrowing the Roman strategy, the French Church and State developed an assimilationist stance towards the Amerindian "barbarian." This policy provided a foundation for what would become the nation's most basic stance towards the other. However, this version of assimilation, unlike its subsequent ones, encouraged the colonized and the colonizer to engage in close forms of contact, such as mixed marriages and communities. This book weaves these two different stories together in a triangulated dynamic. It asks the Ancients to step aside to include the New World other into a larger narrative in which elite France carved out their nation's emerging cultural identity in relation to both the New World and the Ancient World. Sara E. Melzer is Professor of French and Francophone Studies at the University of California, Los Angeles. She is the author of Discourses of the Fall: A Study of Pascal's Pensées and coeditor of From the Royal to the Republican Body: Incorporating the Political in Seventeenth- and Eighteenth-Century France.
The Paris Commune and Its Cultural Aftermath
Nothing says more about a culture than the way it responds to deeply traumatic events. The Reign of Terror, America's Civil War, the Holocaust, Hiroshima and Nagasaki, the Kennedy assassination, September 11th-watershed moments such as these can be rich sounding boards for the cultural historian patient enough to tease out the traumatic event's complex cultural resonances.This book is about one such moment in the history of modern France. The so-called Terrible Year began with the French army's crushing defeat at Sedan and the fall of the Second Empire in September of 1870, followed by the Prussian occupation of France and first siege of Paris in the fall and winter of that year. But no event of the period proved so deeply traumatic as the Paris Commune of 1871 and the bloody reprisals that attended its demise.Commemorating Trauma engages the rich body of recent scholarly work on cultural trauma to examine a curious conundrum. Why do French literary, historical and philosophical texts written in the aftermath of the Paris Commune so often employ the trope of confusion (in both the phenomenal and cognitive senses of that term) to register and work through the historical traumas of the Terrible Year? And how might these representations of confusion both reflect and inflect the confusions inherent to an ongoing process of social upheaval evident in late nineteenth-century France-a process whose benchmarks include democratization and the blurring of social classes, a persistent and evolving revolutionism, radical reconfigurations of the city as lived environment, and the development of specifically capitalist logics of commerce? These are the two principal questions addressed in this important study of cultural memory.
Told in an elegant style, Jean de la Fontaines (1621-95) charming animal fables depict sly foxes and scheming cats, vain birds and greedy wolves, all of which subtly express his penetrating insights into French society and the beasts found in all of us. Norman R. Shapiro has been translating La Fontaines fables for over twenty years, capturing the original works lively mix of plain and archaic language. _x000B__x000B_This newly complete translation is destined to set the English standard for this work._x000B_
Volume 3: Iphigenia
This is the third volume of a projected translation into English of all twelve of Jean Racine’s plays—only the third time such a project has been undertaken. For this new translation, Geoffrey Alan Argent has rendered these plays in the verse form that Racine might well have used had he been English: namely, the “heroic” couplet. Argent has exploited the couplet’s compressed power and flexibility to produce a work of English literature, a verse drama as gripping in English as Racine’s is in French. Complementing the translation are the illuminating Discussion, intended as much to provoke discussion as to provide it, and the extensive Notes and Commentary, which offer their own fresh and thought-provoking insights. In Iphigenia, his ninth play, Racine returns to Greek myth for the first time since Andromache. To Euripides’s version of the tale he adds a love interest between Iphigenia and Achilles. And dissatisfied with the earlier resolutions of the Iphigenia myth (her actual death or her eleventh-hour rescue by a dea ex machina), Racine creates a wholly original character, Eriphyle, who, in addition to providing an intriguing new denouement, serves the dual dramatic purpose of triangulating the love interest and galvanizing the wholesome “family values” of this play by a jolt of supercharged passion.
Volume 4: Athaliah
As Voltaire famously opined, Athaliah, Racine’s last play, is “perhaps the greatest masterwork of the human spirit.” Its formidable antagonists, Athaliah, queen of Judah, and Jehoiada, high priest of the temple of Jerusalem, are engaged in a deadly struggle for dominion: she, fiercely determined to maintain her throne and exterminate the detested race of David; he, no less fiercely determined to overthrow this heathen queen and enthrone the orphan Joash, the scion of the house of David, whom Athaliah believes she slew as an infant ten years earlier. This boy represents the sole hope for the survival of the royal race from which is to spring the Christ. But in this play, even God is more about hate and retribution than about love and mercy. This is the fourth volume of a projected translation into English of all twelve of Jean Racine’s plays—only the third time such a project has been undertaken. For this new translation, Geoffrey Alan Argent has rendered these plays in the verse form that Racine might well have used had he been English: namely, the “heroic” couplet. Argent has exploited the couplet’s compressed power and flexibility to produce a work of English literature, a verse drama as gripping in English as Racine’s is in French. Complementing the translation are the illuminating Discussion, intended as much to provoke discussion as to provide it, and the extensive Notes and Commentary, which offer their own fresh and thought-provoking insights.
Constructing Families in Modern France
This groundbreaking study examines complex notions of paternity and fatherhood in modern France through the lens of contested paternity. Drawing from archival judicial records on paternity suits, paternity denials, deprivation of paternity, and adoption, from the end of the eighteenth century through the twentieth, Rachel G. Fuchs reveals how paternity was defined and how it functioned in the culture and experiences of individual men and women. She addresses the competing definitions of paternity and of families, how public policy toward paternity and the family shifted, and what individuals did to facilitate their personal and familial ideals and goals. Issues of paternity and the family have broad implications for an understanding of how private acts were governed by laws of the state. Focusing on paternity as a category of family history, Contested Paternity emphasizes the importance of fatherhood, the family, and the law within the greater context of changing attitudes toward parental responsibility.
Catechism and Primary Education in Early Modern France
The religious education of children represents a critical component of the Catholic Reformation that has often been overlooked by historians of early modern Europe. In Creating Catholics: Catechism and Primary Education in Early Modern France, Karen E. Carter examines rural schooling in France in the seventeenth and eighteenth centuries—the period when community-supported primary education began—and brings to light a significant element of the early modern period. Carter scrutinizes Catholic religious education in rural parishes in France through its two leading forms: the explosion of Catholic catechisms for children and their use in village schools. She concentrates on educational opportunities for rural peasants in three French dioceses: Auxerre (in Burgundy) and Châlons-sur-Marne and Reims (in Champagne). Carter argues that the study of catechism in village schools was an integral part of a comprehensive program, implemented by both clerical and lay leaders, for the religious, ethical, and moral education of children. Her research demonstrates that the clergy and a majority of the lay population believed in the efficacy of this program; for this reason, parish priests taught catechism in their parishes on a weekly basis, and small village communities established and paid for a surprisingly large number of local schools so that their sons and daughters could receive an education both in basic literacy skills and, through memorization of catechism, in Catholic faith and practice.