French Matters

The term ‘emotion socialization’ conveys the essential idea that children learn to understand, express and self-regulate emotions in social contexts. Consistent with this view, researchers across disciplines tend to engage in three interrelated lines of discourse about emotion socialization. What are the processes by which children learn about emotions? What do children need to learn about emotions in order to be emotionally competent? How does the social context shape these processes and outcomes, at multiple levels of social complexity? This special issue focuses on the last of these questions, examining a range of social contexts in which emotion socialization occurs. The idea that children’s emotional wellbeing may be influenced by socialization is not new. The term ‘socialization of emotion’ appeared as early as 1928 in the psychological literature (Jastrow, 1928). But the systematic study of emotion socialization, and of children’s emotional competence as distinct from general competence, is a relatively recent development. In various fields there has been a shift away from more cognitive and biological views of emotion to a view of emotion as contextualized in the social world. Empirical studies on emotion socialization began appearing in psychology journals in the 1980s. The American Sociological Association established a section on Emotion (and another on Culture) in 1988, with the first sociological papers on emotion socialization appearing during that same decade (Thoits, 1989). The 1980s also saw an increased focus on emotion in cultural anthropology, with emotion seen as a social rather than individual experience, often mediated by language (Lutz & White, 1986). Interestingly, ideas about emotion socialization have received little attention in the field of education, with the exception of Hyson’s (1994) book and related papers on the ‘emotion-centered curriculum,’ and Ahn’s studies of teachers’ emotion-related beliefs and practices in the classroom (e.g. Ahn, 2005). The 1980s and 1990s also saw the popularization of the term ‘emotional intelligence’ and the development of conceptual models of skills thought to constitute this construct (e.g. Salovey & Mayer, 1989). In the past twenty or thirty years there has been a sharp increase in research on the topic of emotion socialization in many fields. The articles in this special issue are examples of the most recent research on emotion socialization, and in particular the social context of emotion socialization, from multiple disciplinary perspectives. The research was conducted in eight countries, using a range of methodologies. Having this diversity in conceptualization and analysis within a single journal issue has heuristic value in that readers are challenged to revisit their basic assumptions about how best to study and understand emotion socialization. The diversity also provides the opportunity to detect general patterns of results and understandings that transcend any one methodology or social context. As in any intellectual endeavor, we continue to search for rules and exceptions to rules, for universals and specifics. The articles in this special issue highlight several themes that underscore the possibilities for identifying commonalities across disciplines and social contexts. First, Rachael Stryker’s article on the socialization of attachment in Russian children’s homes, and Barbara McNeil’s article on using indigenous children’s literature to teach children about emotions, both highlight the importance of the historical, economic and political contexts in which socialization is enacted. Stryker examines shifts in caregivers’ practices during the uncertain period

Research Article| October 01 2020 American Society for Ethnohistory Lifetime Achievement Award 2019 Recipients Ethnohistory (2020) 67 (4): 665–669. https://doi.org/10.1215/00141801-8579622 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation American Society for Ethnohistory Lifetime Achievement Award 2019 Recipients. Ethnohistory 1 October 2020; 67 (4): 665–669. doi: https://doi.org/10.1215/00141801-8579622 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsEthnohistory Search Advanced Search Elizabeth Hill Boone, Professor, Martha and Donald Robertson Chair in Latin American Art, Tulane University. Elizabeth Hill Boone has, for several decades, been among the leading voices in the study of Indigenous arts and culture in Mexico. Elizabeth completed her PhD in art history at the University of Texas in 1977, and she went on to serve as the director of Pre-Columbian Studies and curator of the Pre-Columbian Collection at Dumbarton Oaks from 1983–95. In 1995, Elizabeth joined the faculty at Tulane University, where she currently holds the Martha and Donald Robertson Chair in Latin American Art.Elizabeth’s intellectual endeavors have shaped the way we understand Aztec art, pictorial codices, and the relationship between art and writing. Trying to distill decades worth of Elizabeth’s accomplishments into a few brief paragraphs proved impossible. The list of meaningful honors and publications is too long to include here, to say nothing of the... Issue Section: Articles You do not currently have access to this content.

This introductory essay explores recent shifts in perspective in the study of the French and francophone Atlantic world. It takes as a touchstone changes in the place of Louisiana and the French colonial period in American history and consciousness. The essay traces the evolution of both anglophone and francophone Atlantic historiography, elucidating the shift in meanings attributed to the relationship between France and its Atlantic colonies. It then explores the recent emergence of alternative interpretations grounded in a vision of a decentered Atlantic theater where local actors, locations, vectors and networks of power, knowledge, and resources interact with each other and with the metropolitan center. It suggests that this reframing has led to a renewed appreciation for earlier primary and secondary French colonial history writing which can now be seen as central texts for understanding Europe during the emergence of modernity. A similar transformation is traced in the localized histories of former French Atlantic colonies, from Quebec and West Africa to Haiti, and then continued in the emergence of new research efforts – concentrated in centers of French colonial influence and especially France's port cities – based on a direct confrontation with the role of the slave trade and the complex forms of exchange behind it. A discussion of recent approaches to French Atlantic science highlights the networks of actors and political and economic power that were often implicated in the establishment of matters of fact in the Atlantic colonial theater. The contrasting experiences of Jesuit, Franciscan, and Huguenot colonials point to a newly complex understanding of the New World religious and missionary experience. The essay then explores some of the ways that recent Atlantic scholarship has influenced the practice of French history, casting new light on such traditional topics as the Wars of Religion, education, and the Enlightenment. After brief summaries of the issue's articles, the essay then suggests that through this new understanding of the complex interaction of natives and colonizers, local, European, and native world views and alliance structures, and of indigenous and metropolitan knowledge and power, a coherent historical image of a francophone Atlantic world finally emerges.

Since it was first announced, the purpose of this special issue of the French Review has been to bring together a wide range of viewpoints on the current state and future prospects of French and Francophone studies in the United States. I am glad to report that, no doubt due to the importance of its topic, this issue elicited an exceptionally large number of submissions. This high rate of interest and participation is an encouraging sign for our profession, and an indication of the levels of energy and creativity among our colleagues. I would first like to thank the team at the Service de coopération et d’action culturelle (SCAC), Ambassade de France aux États-Unis, who produced the introductory article, “Le français aux États-Unis: une priorité de l’Ambassade.” I would especially like to thank JeanClaude Duthion, Attaché de coopération éducative, who coordinated and finalized this article, which provides a detailed overview of the various programs, supported by the SCAC, that are designed to promote and enhance the teaching and learning of French in the United States. The SCAC, I should add, generously provided a $2,000 subsidy for this special issue. The “Que faire?” rubric includes ten articles that reflect a wide variety of perspectives on the future of French and Francophone studies in the United States. The “Témoignages” rubric, with seven shorter articles, was designed to encourage participation by colleagues who do not usually publish in the French Review. I am particularly thankful to all those who submitted to this rubric. On this topic as on others, it is important that French teachers at all levels make their voices heard. I will not attempt to summarize or categorize the eighteen articles in this special issue. Each one of them provides stimulating, challenging, and sometimes controversial reading. I will simply point out that, in spite of the significant challenges, budgetary and otherwise, to our field and to the Humanities in general, what most of these articles clearly show is that many programs, practices, and policies do work, that they can be used to maintain and even expand French and Francophone studies in the United States. Among these successful initiatives , in no particular order: dual-degree programs that integrate language-learning with a professional or technical curricular track; encouraging more heritage speakers of Spanish to study and excel in French; enhancing linguistic and cultural studies through service-learning; collaborative efforts between high school teachers and university professors that stimulate interest in French and ultimately increase the number of majors. Some of the viewpoints and suggestions in this issue, far from being met with a wide consensus, will instead lead to debates—and that is as it should be. As was previously announced , readers will have the opportunity to respond to the ideas presented in this special issue. This exceptional “Réponses” rubric, designed for shorter texts, will be published in Vol. 87.3. For the submission deadline and other details, please see the Announcements page (1311). Due to the importance of this special issue’s topic for our profession, it is my hope that the articles published here will lead to wider discussions. Readers are also reminded that the Announcements page includes the call for articles for our 2014 special issue, which will be published in commemoration of the centennial of the First World War, and which will be devoted to the multiple effects and consequences of the 1069 From the Editor’s Desk conflict on French and Francophone literature and culture. Scholars working in numerous fields are encouraged to submit articles: literature, film, bandes dessinées, cultural studies, historical issues. It has been a pleasure to participate in the development of this final issue of Volume 86 of the French Review. In closing, I would like to thank the Assistant Editors of this special issue, Joyce Beckwith (Wilmington High School), John Greene (University of Louisville), and Marie-Christine Koop (University of North Texas), who, with great dedication and professionalism , successfully dealt with a heavy workload and with very tight deadlines. Edward Ousselin, Editor in Chief 1070 FRENCH REVIEW 86.6 ...

The editors of this journal have kindly invited me to reply to Andrew Markus's article in the last issue, without waiting the customary two or three years for publication. This is a once-in-a-lifetime offer I cannot refuse. Markus's 'Comment: Explaining the treatment of non-European immigrants in nineteenth century Australia' is not what its title suggests, but a full-scale assault on my position on the question, first published seven years ago in the Who Are Our Enemies? collection edited by himself and Ann Curthoys. Is Markus slow to respond, or was he goaded into frenetic intellectual endeavour by my temerity last year in pointing to a resemblance between the explanation of Australian racism espoused by Markus and that of Geoffrey Blainey? I suspect the latter, as Andrew and I had for the six intervening years cheerfully debated our differences over the occasional capuccino or vegetarian pizza. The vitriolic piece aimed at Blainey, which I am sorry to find inadvertently offended Markus, alluded to Markus's contribution to what I designated as 'the baloney view' of Australian racism: the long line of working-class-beating and immigrant-bashing historiography which finds merely its best-known exponent in the guise of Professor Blainey. I wrote: Most recently, Andrew Markus's Fear and Hatred, published in 1979, claims that the late nineteenth century opposition to non-European immigration is best understood as 'part of a broader battle to maintain established standards by restricting access to the labour market'. He explicitly denies a racial motivation in the first instance, arguing that the experience of contact with coloured workers or gold diggers came first, and that this experience then led to the expression of racial sentiment. To substantiate this argument, he depicts pre-gold rush Australia as a land innocent of racial passions, agreeing with the original thesis of R?ssel Ward before his intellectual mea culpa on the subject that just preceded the publication of Markus's book. Markus insists the gold rush Chinese were welcomed at first, before being rejected as economic com petitors. In other words, the Chinese immigrants caused Australian racism; Markus blames the activities of the objects of prejudice for the creation of the prejudice against them. Though Markus abhors the racism that he believes only belatedly manifested itself in our society, and does not seek to defend the White Australia Policy, he does share with Blainey and the other proponents of this orthodox interpretation the unfortunate conviction that racism is something that is caused by immi grants and affects most strongly the members of the working class.1

The Children's Folklore Review (CFR) is published twice yearly by Children's Folklore Section (CFS) of American Folklore Society with support from East Carolina University. The majority of each issue is composed of articles on any and all aspects of children's traditions--oral, social, customary, and material. The remainder of each issue includes minutes of Section's annual meeting, book reviews, materials from Internet, and notes and announcements. CFR is a refereed journal with an international circulation and an ISSN number; articles that appear in CFR are indexed in MLA and other major bibliographies. The formation of Children's Folklore Section of American Folklore Society was discussed at a preliminary meeting in October 1977 in Detroit and its organisation formalised in fall of 1978 in Salt Lake City. Section members meet at annual American Folklore Society meetings to hold elections and award prizes. The CFS annually offers Newell Prize for best student essay, Aesop Prize for children's book which most conscientiously incorporates folklore, Opie Prize for best book-length scholarly work in children's folklore, and a Lifetime Achievement Award. The CFS also sponsored publication of Children's Folklore: A Sourcebook, which appeared in a striking hardcover edition from Garland in 1995 and was published in a soft cover edition from Utah State University Press in 1999. The following articles have appeared in first 22.5 volumes of Children's Folklore Review (originally Children's Folklore Newsletter). An asterisk (*) indicates that article won Children's Folklore Section's Newell Prize. Arleo, Andy. Strategy in Counting-Out: Evidence from Saint-Nazaire, France. 14.1 (1991):25-29. An examination of French counting-out techniques and how they contribute to cross-cultural studies in children's folklore. Beresin, Ann Richman. `Sui' Generis: Mock Violence in an Urban School Yard. 18.2 (1996):25-35. An examination of non-violent/violent handball game of Suicide which argues that hybridity of game reflects its paradoxical status as a mixed genre and unique cultural marker. Branigan, Michelle. Blocks and Matchboxes: Negotiation of a Shared Reality Between Two Siblings. 16.1 (1993):3-31.(*) An examination of an episode of play between two siblings that observes static and dynamic aspects of their interaction. Bronner, Simon. Expressing and Creating Ourselves in Childhood: A Commentary. 15.1 (1992):47-59. General thoughts on evolution of study of children's folklore and reviews of narrative articles in same issue. Bronner, Simon. History and Organization of Children's Folklore in American Folklore 20.1-2 (1997-8):57-62. A discussion of place of children's folklore in history of American Folklore Society. Carnes, Pack. Arnold Lobel's Fables and Traditional Fable Features. 15.2 (1993):3-19. An investigation of role of traditional elements in Lobel's Fables and of relationship between folklore and a literary text. Carpenter, Carole H. Developing an Appreciation for Cultural Significance of Childlore. 17.1 (1994):19-29. A study of ways in which childlore contributes to the development and expression of individual, group, and national identity. Chinery, David. Snooping for Snipes: America's Favorite Wild Goose Chase. 10.1 (1987):3-4; 10.2 (1987):3-4. A presentation of variations on traditional snipe hunt and conjectures about continuance of tradition. Conrad, JoAnn. Bedtime Stories. 21.1 (1998):43-53. A preliminary examination of narrative interactions between a mother and a small child that occur as a part of a regular bedtime ritual. Cox, Cynthia Anne. `Postmodern Fairy Tales' in Contemporary Children's Literature. 16. …

This special issue of Negotiation and Conflict Management Research celebrates the scholarship and intellectual contributions of four recipients of the Lifetime Achievement Award from the International Association for Conflict Management (IACM). The IACM Lifetime Achievement Award recognizes important contributions over the span of a career, particularly to those colleagues who have spanned disciplinary boundaries in their scholarship. Each article in this special issue highlights the scholarly impact of a recipient, offers insights for building an academic career, and identifies directions for future research in negotiation and conflict management.

This introduction presents an overview of key critical developments arising in nineteenth-century French and francophone studies over the two decades since the inception of Dix-neuf, and then provides synopses of the articles in the special issue it introduces in terms of their engagement with and advancement of those developments. It identifies further areas of inquiry that fall within the scope of research by dix-neuviémistes: those already existing which are sufficiently broad and significant to warrant special issues of their own, and those newly emerging that offer new opportunities for scholars in this constantly evolving and vibrant disciplinary field.

The collection of five original articles in this special issue of French History, ‘Animals in French History’, offers a small sample from the vast outpouring of scholarly studies about animals in France—and perhaps French animals—that itself constitutes a ratrappage, a catching-up, of French animal studies in relation to anglophone scholarship. Yet unlike some of this scholarship, in the field and movement of critical animal studies and elsewhere, the issue’s concerns are not drawn from the philosophical tradition of continental (post-structural) philosophy from Michel Foucault to Jacques Derrida about the human animal, or from the moral and ethical engagements of animal activists. Instead, these articles emerge directly from the discipline of French history as currently practised on both sides of the Atlantic. It is true that ‘animal history’ itself was born of an anglophone tradition, with the pioneering work of Keith Thomas and Harriet Ritvo in the 1980s.1 For despite Robert Delort’s proclamation of 1984 that Animals Have a History, the historian’s attention to animals in France (apart from as the traditional subjects of agrarian history) has not been as robust as in Britain and the United States.2 The French lag in the historical studies of animals might be explained in relation to the belated arrival and relatively weak movements of anti-vivisection, animal welfare and animal rights in France, compared, for example, with Great Britain.3 Or it might be tracked in and as a Cartesian tradition, a specific and enduring marker of French identity that denied animals souls and turned their bodies into complex machines—and thus cast them out of history.4 Yet the persistent attention paid by historians and others to animals in the last decade in France, climaxing perhaps in 2012 when the Animal Question found expression in a plethora of cultural exhibitions in Paris and throughout France, suggests that traditions are not immutable, and that counter-traditions opposing vivisection and Cartesian animal automatism have long existed. The articles in this volume constitute proof of the multiple and complex modes of representing animals in French history, but they are also evidence of the broad animal turn, a turn towards the animal as a subject of history.5

The introductory article in this special issue on cultural exchange and creative identity between France and East Asia during the nineteenth and early twentieth centuries brings attention to historical relationships that have often been overshadowed by French and Francophone studies’ focus on the Mediterranean Orient. The essay also explores the importance of cross-cultural interactions, individual agency, and everyday modes of cultural production within the context of current debates in Orientalism. Sharing knowledge, exchanging objects, translating texts, and flânerie provide a few examples of the complex exchanges that blur cultural and geospatial borders and characterize increased globalization in the modern age.

Frederick Douglas Kelly Jr. (1934–2022) Wendy Pfeffer Douglas Kelly, the University of Wisconsin's Julian Harris Professor of Medieval French Emeritus, died on the morning of March 21, 2022 at the age of 87. In an email, Keith Busby described his late colleague as "one of the great medieval scholars of his generation." Kelly's research was devoted particularly to the topics of rhetoric and romance narrative of the twelfth and thirteenth centuries. Underlying all of his work is the notion that vernacular poetics were grounded in the Latin arts of poetry. Busby's encomium continued, "He was a great scholar and teacher and the best of men." Douglas received his BA, Phi Beta Kappa, from the University of Southern California (1956), his MA (1959) and Ph.D. (1962) from the University of Wisconsin, Madison. Once in Madison, he never left—he taught French, Italian, medieval Occitan, and Medieval Studies there for forty-three years, leaving teaching as professor emeritus. In an email, Julia Nephew, a former student, called Douglas "an inspiring and empathetic mentor." In a different email, Suzanne Hagedorn spoke of Douglas's "unfailingly gracious presence, his insightful comments on conference papers, his erudition and kindness." Among his many honors, we can list: Fellow of the Institute for Research in the Humanities, University of Wisconsin; Fellow of the Medieval Academy of America; and senior fellow for the Netherland Institute for Advanced Study. Douglas was a recipient of two significant University of Wisconsin recognitions: the Nelson Marquis Lifetime Achievement Award and the Hilldale Award for the Humanities. The French branch of the Société internationale arthurienne awarded him its Prix Excalibur in 1995. Over the course of his career, Douglas received extramural grant funding from Phi Beta Kappa, the American Council of Learned Societies, and the National Endowment for the Humanities. I knew him as a welcoming, warm, and humble individual, open to ideas from all sides, ever inquisitive. My last interaction with Douglas was in 2019, at Kalamazoo, where he regretted simply [End Page 277] that he was perhaps getting too old to participate as actively in the congress as he would have liked. Though Douglas was better known as an Old French scholar, Occitan literature did not escape his purview. He was a long-standing member of the Société Guilhem IX. He discussed Flamenca in his important book Medieval Imagination; considered Flamenca and Jaufre in "Exaggeration, Abrupt Conversion, and the Uses of Description"; included Raimon Vidal de Besalù in The Arts of Poetry and Prose; and examined fourteenth-century lyric poets At de Mons and Raimon de Cornet in "The Late Medieval Art of Poetry" and again in "Translatio Poetriae." He was also the man responsible for Occitan as an area editor for Oxford Bibliographies in Medieval Studies. It is a sad day when a great scholar and a genuinely warm human being leaves our company. He will be missed. Wendy Pfeffer University of Louisville University of Pennsylvania OCCITAN-RELATED WORKS CITED Kelly, Douglas. The Arts of Poetry and Prose. Typologie des sources du Moyen Âge occidental 59. Turnhout: Brepols, 1991. Google Scholar ———. "Exaggeration, Abrupt Conversion, and the Uses of Description in Jaufre and Flamenca." In Studia occitanica in memoriam Paul Remy. Edited by Hans-Erich Keller et al. 2 vols. Kalamazoo: Medieval Institute Publications, 1987. 2: 107–119. Google Scholar ———. "The Late Medieval Art of Poetry: The Evidence from At de Mons and Raimon de Cornet." In Études de langue et de littérature médiévales offertes à Peter T. Ricketts. Edited by Dominique Billy and Ann Buckley. Turnhout: Brepols, 2005. 681–692. Google Scholar ———. Medieval Imagination: Rhetoric and the Poetry of Courtly Love. Madison: University of Wisconsin Press, 1978. Google Scholar ———. "Translatio Poetriae: Occitan Apprenticeship from the Latin Classroom to the Vernacular Court." In Le Poetriae del medioevo latino: Modelli, fortuna, commenti. Edited by Gian Carlo Alessio and Domenico Losappio. Filologie medievali e moderne 15. Venice: Edizioni Ca' Foscari, 2018. 91–128. Google Scholar Copyright © 2023 Société Guilhem IX ...

Knowledge transfer is an inevitable process in higher education where research outputs are largely associated with the production of Masters’ and Doctoral graduates. The supervision of postgraduate students at universities is therefore one of the core responsibilities of academics and is considered a measure of academic output. Supervision not only transfers research and related skills, but is also an intensive and interconnected form of educator-student engagement. The role of the supervisor in providing a supportive, constructive and engaged supervision process is important in the development of next generation practitioners who have the correct educational and skills mix to fulfil the future needs of the profession. The underlying principle of student support during supervision is that an experienced supervisor will be able to move through the learning processes with the student as this becomes appropriate. As the student gains competence in the basic skills of conducting research in a particular field of study, he or she will move to a deeper understanding of the nature and reality of that field. Research and, ultimately, high quality supervision of students, plays a pivotal role in the scholarship of discovery and the development of evidence-based practice.

The act of taking on secondary jobs alongside primary academic roles is referred to as moonlighting. A practice common amongst academics, oftentimes due to inadequate remuneration. In analysing its effect on academics’ performance, 3,245 academics from the selected institutions of higher learning made up the study's population. The Spearman's Rank Correlation was used to analyse the collected data, and findings revealed that moonlighting is positively correlated with the performance of academics, as specifically indicated by classroom outcomes of students and part-time teaching, also with professional development and research evaluation roles. Hence, the study concluded that while moonlighting provides financial relief and professional enrichment, it can also undermine the core responsibilities of academics if these practices are left unchecked. It is therefore recommended that governments and university management must improve the remuneration of staff, also provide adequate research support, and develop unbiased policies to regulate external engagements, as this will aid in mitigating the adverse effects of moonlighting while preserving the quality of education being delivered.

Supervision of postgraduate students at universities is one of the core responsibilities of academics and is considered a measure of academic output.1 De Gruchy and Holness2 described graduate supervision as being “situated at the interface of teaching and research, and having to do with the transference of research and related skills”. Supervisors are tasked with the responsibility to support and guide students to identify feasible research topics and questions, develop study protocols, provide oversight of the research process, complete their projects on time and to integrate candidates into academia.3 In view of the significant role that supervisors play in postgraduate education, Mapasela and Wilkinson4 asserted that good supervision is central to successful postgraduate research. Similarly Mothiba5 and Igumbor.6 affirmed that the quality and success of postgraduate education and training largely depend on effective and efficient supervision.