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This volume is devoted to literature and the arts that were created in Paris from 1917–1962. The starting point is Vilém Flusser's conviction that migration experience and cultural innovation should be closely linked. France became the world's second most important immigration country after the United States in the interwar period. Authors came to the French metropolis from Eastern Europe, after the strengthening of the fascists from Italy, after 1933 from Germany, after the Spanish Civil War and after the consolidation of the Estado Novo in Portugal. Artists from Latin America were also present in Paris, and the Congrès international des écrivains pour la défense de la culture in June 1935 made the city the centre of intellectual resistance to fascism. But writers from all over the world also migrated to France after the Second World War. In addition to almost all languages ​​of Romania, the articles also take into account the Arabic, Hebrew, German, Russian and Polish literature. This comparative approach can reveal unusual perspectives, relationships and fault lines.

Avant-garde movements --- Migration --- Surrealism --- Decoloniality

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Dieser Band widmet sich Literatur und Künsten, die im Paris der Jahre 1917–1962 entstanden sind. Ausgangspunkt ist die Überzeugung Vilém Flussers, dass Migrationserfahrung und kulturelle Innovation engzuführen sind. Frankreich wurde in der Zwischenkriegszeit das zweitwichtigste Einwanderungsland der Welt nach den Vereinigten Staaten. Autorinnen und Autoren gelangten aus dem östlichen Europa, nach dem Erstarken der Faschisten aus Italien, nach 1933 aus Deutschland, nach dem Spanischen Bürgerkrieg sowie nach der Konsolidierung des Estado Novo in Portugal in die französische Metropole. Auch Künstlerinnen und Künstler aus Lateinamerika waren in Paris präsent, und der Congrès international des écrivains pour la défense de la culture im Juni 1935 machte die Stadt zum Zentrum des geistigen Widerstands gegen den Faschismus. Aber auch nach dem Zweiten Weltkrieg migrierten Schriftstellerinnen und Schriftsteller aus aller Welt nach Frankreich. Die Beiträge berücksichtigen neben nahezu allen Sprachen der Romania auch die arabisch-, hebräisch-, deutsch-, russisch- und polnischsprachigen Literaturen. Dieser komparatistische Zugriff vermag ungewöhnliche Perspektiven, Zusammenhänge und Bruchlinien offen zu legen.

Avant-garde movements. --- Decoloniality. --- Migration. --- Surrealism. --- LITERARY CRITICISM / European / French. --- Avant-garde movements --- Decoloniality --- Migration --- Surrealism --- E-books --- decolonialism. --- migration. --- surrealism.

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As an unprecedented number of people are displaced around the world, scholars continue to strive to make sense of what appear to be a series of constantly unfolding 'crises.' Drawing on research in a range of regions, the book offers an interdisciplinary and transnational approach to thinking about structures, spaces, and lived experiences of displacement. The contributors engage in a historical, transnational, interdisciplinary dialogue to offer ways of theorising about refugees, internally displaced persons, stateless people and others that have been forcibly displaced. Representing a collective effort by sociologists, geographers, anthropologists, political scientists, historians and migration studies scholars, this volume develops new cross-regional conversations and theoretically innovative vocabularies in the work on forced displacement.

Refugees. --- Forced migration. --- Global North. --- Global South. --- asylum. --- decoloniality. --- forced migration. --- global displacement. --- humanitarianism. --- refugee camps. --- refugee politics. --- refugees.

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Un siècle après la fondation de l’École coloniale supérieure à Anvers, le musée voisin du Middelheim invite la chercheuse et curatrice Sandrine Colard à créer une exposition qui interroge les histoires silencieuses du colonialisme à la lumière du site. Le mot Congoville désigne les traces visibles et invisibles de la colonie, non pas sur le continent africain, mais au cœur de la Belgique actuelle : un bâtiment scolaire, un parc, des mythes impérialistes et des citoyens d’origine africaine. À travers l’exposition et la publication qui l’accompagne, le concept devient pour 15 artistes contemporains prétexte à explorer en tant que « flâneurs » noirs la ville postcoloniale, à questionner le passé colonial et son impact. Par sa diversité de perspectives et de voix, ce livre est aussi un catalogue et un ouvrage de référence réunissant des articles tant académiques qu’artistiques. Ensemble, les artistes et les auteurs impliqués déplient la carte de Congoville, une ville imaginaire qui nous tient encore sous sa coupe à notre insu, mais nous encourage aussi à imaginer une utopie décoloniale. Een eeuw na de oprichting van de École Coloniale Supérieure in Antwerpen nodigt het naburige Middelheimmuseum onderzoeker en curator Sandrine Colard uit om een tentoonstelling te creëren die sitespecifiek peilt naar de stille geschiedenissen van het kolonialisme. Congoville duidt op de zichtbare en onzichtbare stedelijke sporen van de kolonie, niet op het Afrikaanse continent, maar pal in het België van vandaag: een schoolgebouw, een park, imperialistische mythes en burgers van Afrikaanse origine. Doorheen de tentoonstelling en deze bijhorende publicatie is Congoville de context waarbinnen 15 hedendaagse kunstenaars, als zwarte flâneurs op pad in een postkoloniale stad, het koloniale verleden en de impact ervan adresseren. Door de veelheid aan perspectieven en stemmen is dit boek tegelijk een catalogus en een naslagwerk met zowel academische als artistieke bijdragen. Samen ontvouwen de betrokken kunstenaars en auteurs de blauwdruk van Congoville, een imaginaire stad die ons nog steeds onbewust in haar greep houdt, maar ons ook aanspoort om na te denken over een de-koloniaal utopia.

Africa --- Anthropology --- Art History --- Belgian Congo --- Colonial College --- Colonial History --- Contemporary Art --- Decoloniality --- Democratic Republic of Congo --- Postcolonial Studies --- Postcoloniality --- Sculpture --- Arts

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"Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation — and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel’s The Pedagogics of Liberation: A Latin American Philosophy of Education, the first English translation of Dussel’s thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dssel’s ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s.Drawing heavily from the ethics of Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher–student, politician–citizen, doctor–patient, philosopher–nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be (which Dussel, in a Latin American context, associates with dominant cultures) to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be “lo Mismo.” [The French in Levinas is “le Même,” and Backer and Diego have translated Dussel’s “lo Mismo” as “the Same.”]This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. “Pedagogics” should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel’s pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general."

Latin America --- National liberation & independence, post-colonialism --- Philosophy & theory of education --- Philosophy of liberation --- Liberation philosophy --- Philosophy, Latin American --- Liberation theology --- philosophy of education --- liberation pedagogy --- Argentina --- pedagogy --- decoloniality --- ethical philosophy