Rethinking the French Classroom: Innovative Approaches to Teaching Diversity and Inclusion

deadline for submissions: 
January 15, 2020
full name / name of organization: 
E. Nicole Meyer / Augusta University
contact email: 



Rethinking the French Classroom:  Innovative Approaches to Teaching Diversity and Inclusion


Call for Contributors to a volume of essays edited by E. Nicole Meyer and Eilene Hoft-March



This collection of essays will address how to make the French Studies classroom a welcoming, inclusive, and productive learning environment. The volume will explore all the pedagogical levers, innovations, and content at an educator’s disposal that can help increase diversity, inclusivity, tolerance, quality, and success in the French and Francophone classroom. We welcome essays that discuss course design, assignments, technologies, activities, and strategies that target any of the following in the French classroom:


  • Provide content that affirms values of diversity, inclusiveness, and intersectionality.
  • Incorporate issues of race, ethnicity, and gender in the classroom.
  • Suggest approaches to invite perspectives of other underrepresented populations. Rethink terms related to diversity, inclusivity, identity, and being. For instance, how can multiple understandings promote better understanding of trans, gender identification, deadnaming, or other important concepts? How do the use and / or misuse of terms change our classroom?
  • Propose new approaches to recognizing systemic racism, sexism, ableism, and unconscious bias.
  • Promote interdisciplinary approaches and cross-disciplinary collaborations that extend the reach and impact of our courses.
  • Encourage personal connection to the language and its many cultures as well as a sense of belonging to the language and cultures classroom.
  • Promote among students an understanding of the challenges common to all learners of language and cultures.
  • Ensure equitable interactions with students of varying linguistic abilities and cultural knowledge.
  • Help students identify where they are on a language/culture-learning continuum in order to recognize gains already made as well as next steps in learning.
  • Adapt assignments, activities, or strategies to allow all to succeed.
  • Help students to produce and own knowledge about language and cultural issues.



Our volume breaks new ground by rethinking essential issues that affect our students today. As the world around them erupts in violence against others, and hateful speech increases, our classes need new approaches to create a safe learning environment that includes all. Our volume will include articles covering a wide array of pedagogical and / or literary production as well as theoretical approaches. We may receive and thus consider articles diverse in nature, if they shed new light on teaching diversity, tolerance, and inclusivity in an intriguing way that applies to our theme.


Please submit your proposal (500 words, not including a brief working bibliography) to both E. Nicole Meyer ( and Eilene Hoft-March ( by January 15, 2020.

To guarantee consideration for publication in this volume, submissions of abstracts must be received by January 15, 2020 to both co-editors. Final essays (4,500 words maximum) would be invited for July 1, 2020.



E. Nicole Meyer, Professor of French and Women’s and Gender Studies,

Eilene Hoft-March, Professor of French and Milwaukee-Downer and College Endowment Association Professor of Liberal Studies,



E. Nicole Meyer is Professor of French and Women’s and Gender Studies at Augusta University, Augusta, Georgia. Dr. Meyer’s current research focuses on Fractured Families in French Women’s autobiography and how those fractures erupt in the narration of women’s lives. An additional book project features Simone de Beauvoir. Her most recent book is the Rethinking the French Classroom: New Approaches to Teaching Contemporary French and Francophone Women, coedited with Joyce Johnston (Routledge, 2019).


Eilene Hoft-March is Professor of French and the Milwaukee-Downer and College Endowment Association Professor in Liberal Studies at Lawrence University, Appleton, Wisconsin, where she teaches French and Francophone Studies, Gender Studies, and Global Studies. Her areas of research include French life-writing, issues of ethics, and the purposes of literature. Her current writing project is a foray into family biography that hovers between fiction and (problematic) history.