HomeFables at school (19th-21st centuries): a European legacy?

Fables at school (19th-21st centuries): a European legacy?

Les fables à l’école (XIXe-XXIe siècle) : un patrimoine européen ?

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Published on Tuesday, March 12, 2013

Abstract

Français English

The HELICE international network (History of the Teaching of Literature: a European Comparison) organizes in Bordeaux, 6th-8th November 2013, an international conference on fable taken as a specific literary, patrimonial and school genre. The objective of this conference is to determine, in a historical perspective, why and how the fable genre has been integrated into various educational and cultural backgrounds on a pan-European scale: how and why it is configured by schools (schooling, transposition...) to thereby constitute a national legacy and perhaps a common European legacy.

Announcement

Français English

with the support of research units TELEM (University Bordeaux 3), CRTF (University of Cergy-Pontoise), EMA (University of Cergy-Pontoise)

Organization: Brigitte Louichon (IUFM-Université Bordeaux IV/TELEM)
Contact: brigitte.louichon@iufm.u-bordeaux4.fr

Argument

This symposium is part of the work of the HELICE international network (History of the Teaching of Literature: a European Comparison)1 and extends the GRAFELIT research realized by the GRAFE group at the University of Geneva. It is in the continuity of the 13th Meeting of French-speaking researchers in the didactics of literature, "School and literary legacies: are there tensions and how are they used today?” held on 29th, 30th and 31st of March 2012 at the University of Cergy Pontoise2. This symposium is a broader querying of schooling and literary legacies at the European level. This expansion goes hand in hand with a tighter focus on a specific literary, patrimonial and school genre: the fable.

Fables and fabulists are a school and literary legacy shared by many nations. From Aesop and Phaedrus, to La Fontaine in France, Krylov in Russia and Krasicki in Poland, fabulists are authors that have long been found in the school curricula of many European countries. Is the educational dimension of this genre alone enough to explain the presence of fables in schools past and present, here and elsewhere?

The objective of this symposium is to determine, in a historical perspective, why and how the fable genre has been integrated into various educational and cultural backgrounds on a pan-European scale: how and why it is configured by schools (schooling, transposition...) to thereby constitute a national legacy and perhaps a common European legacy. The symposium aims to search for points in common and differences in the use of school fables, by questioning the place of fables at school across our European space, their role, the issues assigned to them and how they have been taught or passed down over the last two centuries, during which time, in most European countries, a democratic and national education system has been set up.

If fables are present in many countries at different levels of schooling and in almost all fields, it is because they serve a variety of purposes, including moral education or literary training. The choice of fables as a common theme gives food for thought as to the links between literature and academic values and learning, and as to the existence or not of these links in different countries. But it also lets us observe the process of legacy acquisition by schools.

The analytical framework is common to all the countries represented and all papers to allow a comparison between different situations. It should be based on an analysis of objects and school materials (manuals, textbooks, educational journals, notebooks, etc.) collected at different times and according to how often they were used. From this data, three areas of work emerge. They will be addressed on a priority basis or simultaneously.

  1. 1. Periods during which fables are present in the school segment under consideration. This question is intended to locate breakthroughs and changes in jobs that were offered to teachers. This perspective is based on a presentation of study plans or official frameworking for the reading and studying of literary texts in various national contexts and for the different academic levels involved.
  2. 2. The legacy status of texts, fabulists and themes. This entry requires research into source texts and a didactic approach to the genre. The study of the legacy acquisition process for texts and authors may, in some cases, rely on editorial particularities in textbooks, with an analysis of iconography, tables of contents, but also introductory texts and comments.
  3. 3. Ways and means of teaching and learning: this involves analysing the exercises that accompany a text and observing how it is assembled in textbooks, and the place of fables in the overall structure of the manual or chapters. The question is to ascertain the academic end-purpose of the usage of this specific genre.

Submission guidelines

Papers may be developed from a diachronic or synchronic analysis, or fit inside a national or wider context. They may relate to fables as a genre, to an author, to one or more texts, to a given period, to a specific school level or to a specific sector, etc.. as long as the basic methodological requirement (relying on school materials and media) is respected.

The symposium languages are English and French.

Calendar


Proposals are to be submitted as a Word document (.doc) with the following headings:

  1. Name (s) and title (s) of author or authors
  2. Institution(s) of origin of author or authors
  3. Email address of author or authors
  4. Title of the paper
  5. A summary of about 2000 signs (spaces included, bibliography excluded)
  6. Presentation of the corpus used
  7. Bibliography (4-5 titles)

Scientific committee

  • Sylviane Ahr ((Université Cergy-Pontoise, FR)
  • Anissa Belhadjin (Université Cergy-Pontoise, FR)
  • Marie-France Bishop (Université Cergy-Pontoise, FR)
  • Nathalie Denizot (Université Cergy-Pontoise, FR)
  • Jean-Louis Dufays (Université Louvain, BE.)
  • Mike Fleming (Durham University, UK)
  • Beata Klebeko (Université Szczecin, PL)
  • Ellen Krogh (University of Southern Denmark, DK)
  • Brigitte Louichon (Université Bordeaux IV, FR)
  • Laetitia Perret (Université de Poitiers, FR)
  • Irène Pieper (Stiftung Universität Hildesheim, D)
  • Christophe Ronveaux (Université Genève, CH)
  • Bernard Schneuwly (Université Genève, CH)
  • Wayne Sawyer (University of Western Sydney, AUS)
  • Maria Ulfgard (Uppsala Universitet, S)
  • Dominique Ulma (Université d’Angers, FR)

1 http://www.u-cergy.fr/fr/laboratoires/labo-crtf/presentation/poles-de-recherche/pole-ltdi/nos-recherchesactuelles/equipe-helice.html
2 Two issues from this symposium are in progress: M.-F. Bishop et A. Belhadjin (dir.), Les Patrimoines littéraires à l'école, tensions et débats actuels, Champion, (expected in 2013) ; S. Ahr et N. Denizot (coord.), Les Patrimoines scolaires : quels usages aujourd'hui ? Presses universitaires de Namur, « Diptyque » (expected in 2013).

Places

  • IUFM d'Aquitaine - 49 rue de l'École Normale
    Bordeaux, France (33)

Date(s)

  • Saturday, June 15, 2013

Keywords

  • fable, école, genre, patrimonialisation, histoire, comparaison, Europe

Contact(s)

  • brigitte louichon
    courriel : brigitte [dot] louichon [at] umontpellier [dot] fr

Information source

  • Dominique Ulma
    courriel : dominique [dot] ulma [at] univ-angers [dot] fr

License

CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Fables at school (19th-21st centuries): a European legacy? », Call for papers, Calenda, Published on Tuesday, March 12, 2013, https://doi.org/10.58079/n1x

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