a multilingual and transdisciplinary journal


#02 Plurilinguisme : de l'expérience multiculturelle à l'expérimentation

Cristina Marinas

Ángela de la Cruz, pintora española nacida en La Coruña en 1965, vive en Londres desde 1989. En 2010 fue finalista del prestigioso Premio Turner otorgado por la Tate Gallery por la originalidad de su obra que borra las fronteras entre la pintura y la escultura. Las pinturas de Ángela de la Cruz, nacidas de la destrucción física de los marcos y de los bastidores, son creaciones antropomorfas , por los títulos figurativos, y por las violentas tensiones de los lienzos, brillantes óleos monocromos fijados sobre bastidores rotos, colgados en la pared, o  colocados sobre el suelo.

Matthieu Renault

This article aims to demonstrate that, in addition to his famous (anti)colonial novels and short stories, Joseph Conrad is the author of one postcolonial novel: Under Western Eyes. To understand it requires analyzing the intertwining of intra-European imperialism (especially Russian) and extra-European imperialism (in Africa and Asia) in Conrad’s works. Conrad, a (Polish) “colonized” subject who became a (British) “colonizer”, turns a (British) imperial gaze onto the (Russian) imperial power, in a peculiar reversal of the dialectic of lordship and bondage. In this respect, the opposition between Russia and the West is translated into the language of colonialism. However, Conrad simultaneously and ceaselessly challenges the power of the West — especially of the novel’s English teacher-narrator— to understand and represent his (Russian) Other. He gives rises to a perspectivism which confronts the discourse of racial difference by focusing on the gaze that produces these differences. At the heart of Under Western Eyes, multiple perspectives are engaged in a dialog-conflict which undermines the hegemony of the European-imperial perspective.

Elise Vallier

This article explores the life experiences of four African American women who worked as teachers in both the North and South of the United States between 1861 and 1900, through the study of life narratives such as diaries, autobiographies and memoirs. After a brief explanation of the adopted methodology, the first part shows that the motivations of these four female teachers were quite diverse and often rooted in a strong racial consciousness. Then, the article delves into these women’s everyday experiences in both the North and the South of the country. Lastly, this work examines the importance of social class and region in these four women’s teaching experiences. It demonstrates how some of them could have preconceived ideas about the other region.

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