Diversity, Decolonization, and the French Curriculum
In 2017 and 2019, the “Diversity, Decolonization, and the German Curriculum” (DDGC) collective brought together scholars in German studies “to discuss pedagogical approaches, course design, and instructional materials […] to make […] classrooms more inclusive and reflective of the diversity of […] students.” Following those conversations, Regine Criser and Ervin Malakaj, the two co-founders of the collective, gathered and published essays which seek “(1) to examine German Studies curricular models against the backdrop of diversity and decolonization discourses and (2) to offer curricular models, which help facilitate criticality in the spirit of diversity and decolonization discourses by connecting German Studies with critical race, gender, sexuality, migration, Indigenous, and disability studies” (p. 17). More recently, the Institute of Modern Languages Research (IMLR) organized a conference on “Decolonizing Modern Languages” (postponed due to COVID-19), with similar goals.
During this two-day virtual conference, the goal of the “Diversity, Decolonization, and the French Curriculum” (DDFC) is to provide, as a newly founded collective, a space for scholars, instructors, and practitioners to continue similar conversations in French and Francophone studies; to investigate and share strategies and ideas to diversify and decolonize the curriculum.
During this two-day virtual conference, the goal of the “Diversity, Decolonization, and the French Curriculum” (DDFC) is to provide, as a newly founded collective, a space for scholars, instructors, and practitioners to continue similar conversations in French and Francophone studies; to investigate and share strategies and ideas to diversify and decolonize the curriculum.
Conference Program and Registration available on Eventbrite