This article details the results of a very long investigation into the life of a character who incarnates the darkest years of French history. Pierre Laval, first a cabinet member and then Council President, was the leader of a collaboration government under German occupation. The research was undertaken in the archives that his son-in-law, Count René de Chambrun, had assembled in his offices and apartment in Paris. It led to the discovery of a new source: the private notebooks that Josée, Pierre Laval's only child, had kept between 1936 and 1992. Once deciphered and analyzed, this source constitutes an extraordinary narrative of the period. It reveals the complicity of a worldly, fashionable milieu that never opened its eyes to the seriousness of what was happening. It reconstitutes the choices and cultural codes of French high society, which submitted meekly to the Nazis. This text emphasizes issues of methodology and the difficulties that writing this story entailed.
des combattants. 4 ) In all countries, but particularly in the French army, the First World War has been described, first by contemporary writers, then by scholars, as an exceptional moment of comradeship, so great that it was able to break even the
Léaud drew upon their knowledge of ancient ruins when describing what left many observers speechless with horror or despair. Like their literary counterparts, photographers too had mental reference to classical French landscapes, engravings of Roman
Autistic Children and the Normativity of Play in Postwar France
In postwar France, the definition of play helped to situate the meaning of childhood in a manner that marginalized disabled children from the common understanding of childhood. Three thinkers—Françoise Dolto, Maud Mannoni, and Fernand Deligny—all advocated more nuanced and open definitions of play that allowed for the recognition of disabled children’s forms of play, which often operated outside of social norms. In their practices, each of these thinkers articulated new interpretations of play that expanded its meaning in social and therapeutic contexts. This recognition was important in questioning the isolation of disabled children, in identifying their belonging among other children, and in revealing the changing boundaries of definitions of childhood.
Using a comparative method, this article explores the reasons for the absence of a legal ban on Muslim headscarves in the United States. Study of France reveals a culture that values "public space" and "citizenship." The United States places more value on the generic concept of "religion" as the unifying bond among individuals, even of different religious groupings. Cross-religious sympathy is a distinctive feature of American culture and reflected in legal briefs to the Supreme Court. The article suggests that legal concepts are not merely reflections of social institutions but are important social facts in themselves.
Globalization, Representation, and Resistance
Graeme Hayes and Martin O'Shaughnessy
It is now twelve years since French brinkmanship pushed American negotiators and the prospects of a world trade deal to the wire, securing the exclusion of cultural products and services from the 1993 GATT agreement and the maintenance of European systems of national quotas, public subsidies, and intellectual property rights in the audiovisual sector. The intervening period has not been quiet. Although the Multilateral Agreement on Investment was sunk when Lionel Jospin pulled the plug on negotiations in October 1998, the applications of new central European entrants to join the European Union and Organization for Economic Cooperation and Development have been accompanied by a continuing guerrilla battle fought by successive American administrations against the terms and scope of the exclusion.
Legal Orientalism and French Jesuit Knowledge Production in India
Letters written by early modern missionaries played an important role in the development of global intellectual networks and inquiry into religion, language, cartography, and science. But the historical ethnography of law has not recognized the role that Jesuits played in creating the field of comparative law. This article examines the writings on law in India by the French Jesuit Jean-Venant Bouchet, who was an important source for Enlightenment philosophes and later Orientalists. It considers Bouchet’s systemic accounts of Indian law alongside his more ethnographic description of his legal encounters in South India, and argues that the practice of conversion and experiences in local legal fora determined and shaped Bouchet’s interpretation of Indian law. In other words, legal scholarship was produced in spiritual, religious, and political contexts, and cannot be abstracted from them.
Language and Sociability in France from the Fourteenth to the Nineteenth Century
This article describes the social and linguistic processes underlying the formation of political language in France from the end of the Middle Ages to the nineteenth century. The author emphasizes the close relationship between the evolution of political language, as it can be traced through the many editions of dictionnaires and grammaires, and novel forms of sociability, from the medieval notion of friendship to revolutionary civism. The eighteenth century is considered a crucial moment in this process, given that during that period the thinkers of the Lumières, in their effort to harness civil society through language, forged the notion of a space of universal communication among men as a precondition for the invention of a political language specific to contemporary democracy.
Rethinking Éducation, Instruction, and the Political Pedagogy of the French Revolution
This article examines the political pedagogy of the French Revolution and, with that, the revolutionaries' engagement with issues of political community and communication. It proposes that while the distinction between éducation and instruction, or between the development of moral and civic character, on the one hand, and the cultivation of particular skills, on the other, was prominent in eighteenth-century pedagogy and has been influential in our understanding of the Revolution, that same distinction has obscured essential elements of the revolutionaries' pedagogical and political agendas. Attention to the proposals and practices of revolutionary pedagogy, including the revolutionary festivals, reveals that what the revolutionaries called “public instruction” was a dynamic synthesis of civic and technical training, a synthesis that was intended not to foster unquestioning obedience or the obliteration of differences among citizens, but to promote civic communication in ways that would make a participatory politics possible.
As seen from France, World War I was first and foremost a matter of transporting men who had to be brought en masse to the front. This article describes the first departures and analyzes the sentiments they elicited: sadness, resignation, fear. Men climbed into the trains and went off to war: these first voyages were followed by countless others that bore little resemblance to those of August 1914. Wounded, exhausted, discouraged, and occasionally rebellious, soldiers passed through the railway stations, which had become the heart and soul of the country. In the towns, fear spread as supplies began to be scarce and living conditions deteriorated. Life unfolded to the rhythm of the passing trains until, at the end and in the aftermath of the war, other train cars arrived bearing those who had died.