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literary criticism --- gender studies --- postcolonial studies --- cultural studies

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For the better understanding of the cultural and linguistic impact of colonialism on the shaping of the world as we know it today it is necessary to take account of the Europeanization of the map of the extra-European countries.To achieve this goal Comparative Colonial Toponomastics (CoCoTop) investigates the place names which were coined in the era of colonialism in the erstwhile possessions of European colonizer nations. This edited volume offers new insights into the toponomastic manifestations of Danish, French, German, Italian, and Spanish colonialism. The focus is on hitherto unexplored macrotoponyms and microtoponyms. Their structural and functional aspects are described. They are linked to the colonial history of the various nations involved. A general toponomastic framework beyond CoCoTop is presented additionally. Several of the papers mark the starting point of recently initiated new research projects.The volume is of special interest to onomasticians, scholars working in colonial and postcolonial linguistics, and historians of colonialism.

Colonial Linguistics. --- Colonial Toponomastics. --- Postcolonial Studies. --- Europe --- Colonies.

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Comparative literature --- Comparative literature. --- comparative literature --- literary theory --- translation studies --- cultural studies --- postcolonial studies --- geocriticism

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Que faire des enfants de l’immigration coloniale et postcoloniale ? L’école doit-elle adapter ses programmes à leur présence ? La question de l’articulation entre l’universalisme républicain et la pluralité culturelle a toujours travaillé l’institution scolaire, mais elle s’est reconfigurée ces quarante dernières années pour répondre aux débats sur l’immigration et la mémoire coloniale. Que faire des héritages d’une histoire douloureuse pour les uns, glorieuse pour les autres, méconnue de beaucoup ? À partir des archives de l’Éducation nationale, mais aussi des textes officiels et des manuels scolaires, Laurence De Cock retrace les débats qui ont agité l’enseignement de l’histoire de la colonisation depuis les années 1980. En analysant la confection des programmes d’histoire, elle interroge l’influence des débats publics sur leur écriture et montre combien le passé colonial, progressivement saisi par le politique, bouscule en profondeur la fabrique scolaire de l’histoire. Pour un enseignement qui a toujours eu comme finalité de contribuer à l’intégration sociale, les nouvelles demandes de reconnaissance des enfants et petits-enfants d’immigrés sont un facteur de reconfiguration de la discipline historique et des finalités de l’école républicaine.

Education --- colonisation --- immigration en France --- postcolonial studies --- programme scolaire --- réforme d'État

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The objective of entangled history and the environment is to introduce climatic and other environmental factors into the postcolonial debate on the unequal power relations between the metropolis and its colonies. Dealing with both environment and empire, as well as unequal (colonial) power relations, has so far largely occurred in separate fields, environmental history, and postcolonial studies. The book attempts to bring the two strands together and to combine the conceptual perspective of intertwined history and comparative practices in order to highlight both material and constructed (or discursive) aspects of the environment as a factor in the formation of unequal (colonial) power relations. Two case studies are conducted through this conceptual lens. The first offers a new perspective on Christopher Columbus' first contact with the Arawak in Hispaniola in 1492. The second examines how climate became an argument for enslaving Africans and displacing them to sugar plantations in the Caribbean.

History --- Colonialism & imperialism --- The environment --- Environmental history; postcolonial studies; climate; the Caribbean; entangled history