Contemporary French Studies Program, Paris, France

Contemporary French Studies Program, Paris, France
SPRING 2016
Course number and name: CMBL 3001 PCFS / SOCI 3004 PCFS
Community Service Learning: Social Justice
Language of Instruction: French
Time: Tuesday, 1:30-3:30 pm + volunteering time.
Professors: Séverine Dard and Hannah Taieb
Recommended Credit: 3 semester credits, 4.5 quarter units
Class sites: Class will be held at the Paris Center for Critical Studies (CIEE Paris), 37 bis, rue du Sentier,
Paris 75002, Metro Bonne Nouvelle. Each student will volunteer at Le Club Barbès, 16 rue Ernestine, Paris
75018, Metro Chateau Rouge.
Office hours: Tuesday 3:30-4:30 or by appointment.
Course Description
The class intends to use the notion of service learning as the starting-point for a reflection on cultural
notions not only of service but also of justice and of community. In the study-abroad context, service
learning can be more than simply a unidirectional “giving” with Americans sharing their presumed
advantages with those abroad, presumably disadvantaged. Instead, we propose a class based on the idea
of analyzing and interpreting cultural differences about the notions underlying giving and receiving, service
and help, looking in particular at the American notion of social justice and the French notion of solidarité,
and the related but non-identical notions of diversity and diversité. Thus we hope to achieve a dialogic
approach in which American and French youth reflect together on what we can give each other and what
we can learn from each other, enriching our perceptions of the world.
What is Le Club Barbès?
The club Barbès http://www.leclubbarbes.org/ is a youth organization based on the low-income, extremely
diverse neighbourhood of la Goutte d’Or. Its goals are to create an on-going education and personal
support network for middle school and high school students. For many years, CIEE students from the
Contemporary French Studies program have been volunteering with the Club Barbès youth. This class
gives students a framework for reflecting on their activities in collaboration with the young people involved.
American students provide real service as tutors, and this is of particular importance in the Goutte d’Or at
this time since English facility is considered essential to professional success in France. These teenagers
face multiple kinds of discrimination in French society (due to neighbourhood, economic origin, religion and
ethnic background) and the French school system is set up in such a way as to make it essential that they
have help with their homework. The Club provides regular after-school supervision and help, with many
volunteers in various subjects. The American volunteers play a key role.
Learning Objectives
By the end of the semester: (1) students will be able to outline the basic components of the French
educational system, in historical context. (2) students be able to distinguish between U.S. notions of
volunteering and service, and French notions of solidarité and egalité des chances, particularly relating to
education and youth. (3) students will have developed their capacities to tutor English to high-school and
middle-school youth, including both help with homework and the development of activities that are useful
linguistically and attractive to young people (e.g. linguistic games, music, etc.). (4) students will be able to
explain the concept of élèves décrocheurs and will be able to discuss pedagogical strategies in the context
of students in academic difficulty.
Course Prerequisites
Students must have an adequate level of French (4 semesters of college-level French or the equivalent).
Course Requirements
Student requirements are as follows: attendance and active participation in class and as a volunteer;
preparation of required readings; maintenance of a diary; preparation of tutoring sessions and Englishlanguage activities, and discussions with French youth and volunteers. There will also be two test, a
presentation on a theme related to themes of the class, and a final paper reflecting on student experience.
The final paper will be 8-10 pages, in French.
Methods of Instruction
The class will include traditional class sessions (lecture, discussion), regular workshop-style check-ins on
volunteering activities and related reflection, and participant-observation in the activities of our partners.
Active dialog with French youth and involvement in all volunteer activities are expected of all students, and
encouraging student reflection on these activities (eg through the keeping of a diary) is part of the
pedagogical approach.
Assessment and Final Grade
Participation
Test one
Test two 2
Oral presentation
Final essay
20%
20%
20%
20%
20%
Bibliography
Readings will be distributed each class to prepare the following class.
This following bibliography will be updated throughout the class and a final version of the syllabus will be
completed with all readings added.
Marie-Claude Blais, La Solidarité : Histoire d’une idée. Paris : Gallimard, 2007.
L’Etat des Inégalités en France: Données et analyses 2009. Observatoire des inégalités. Belin, 2009.
“Education-Formation.” Pages 43-49.
Cori Jakubiak, « ‘English for the global’ : discourses in/of English-language voluntourism, » International
Journal of Qualitative Studies in Education, 8 May 2012.
Emmanuelle Lallement, « Une situation de la vie urbaine : Barbès ou la mise en scène de la société
culturelle ». Dans Les aléas du lien social : Construction identitaires et culturelles dans la ville
Ouvrage collectif coordonné par Jean Métral.
Emmanuelle Lallement, http://www.franceculture.fr/emission-planete-terre-barbes-une-ville-monde-201206-13.
Michèle Lamont, La dignité des travailleurs : Exclusion, race, classe et immigration en France aux EtatsUnis. Paris : Presses de Sciences Po, 2002.
Filmography
Les héritiers
Freedom Writers
NB if students require accommodations due to a disability or have any special needs, they are requested to
bring this to the attention of the professors.
1. Weekly Schedule
Tuesday 19 January
Introduction to class. Motivations. Past experiences with volunteering, tutoring and service learning.
NB exceptionally, the first class will take place 2:30-3:30 due to conflicts with students’ French schedules.
6:30: rendezvous at the center to
go to the Club Barbès.
Tuesday 26 January
The role of the English tutor at the club Barbès.
NB: volunteering activities at the Club Barbès start this week.
Tuesday 2 February
Etude de l’environnement éducatif et de l’enseignement de l’anglais des jeunes en France aujourd’hui.
Reading: Dossier “Introduction au système éducatif et l’enseignement de l’anglais en France.”
Schéma système éducatif. Les grands principes éducatifs en France. L’enseignement des langues
vivantes en France – Etat des Lieux. L’enseignement de l’anglais et l’inégalité en France. Exemple
d’épreuve d’anglais au brevet des collèges.
Tuesday 9 February
Practical workshop, pedagogical solutions.
Reading: tbd.
Tuesday 16 February
The myth of equality, the reality of inequality in the French school system ; décrochage scolaire
Reading: Dossier sur la question de l’égalité et des inégalités dans le système scolaire français
Tuesday 23 February
Test 1.
CIEE Winter break: 29/02 au 4 March
Tuesday 8 MARCH
Comparative discussion and history of the notion of « solidarity »
Reading: Reading packet on solidarité
Tuesday 15 MARCH
Race, Solidarité, communauté / race, solidarity, community…
Reading: La dignité des travailleurs
Tuesday 22 MARCH
Regards croisés, France / Etats-Unis: Two cinematographic representations of the school
environment
Films to watch: Freedom Writers et Les Héritiers
Tuesday 29 MARCH
The politics of language learning and teaching. Voluntourism.
Reading: Jakubiak.
Tuesday 5 APRIL
Student presentations.
Tuesday 12 APRIL
Student presentations.
Tuesday 19 APRIL
Test 2.
Tuesday 26 April
Last class.
Final essays due.
Wrap-up discussion.