Book•
Le bruissement de la langue
01 Jan 1993-
About: The article was published on 1993-01-01 and is currently open access. It has received 185 citations till now.
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01 Jan 2015
TL;DR: The authors consider the continued relevance of Foucault's work for thinking the history of our present and include essays and interviews by Judith Butler, Judith Revel, Mark Neocleous, and Tiziana Terranova.
Abstract: According to Michel Foucault, the 'history of the present' should constitute the starting point for any enquiry into the past. This collection considers the continued relevance of Foucault's work for thinking the history of our present and includes essays and interviews by Judith Butler, Judith Revel, Mark Neocleous, and Tiziana Terranova.
17 citations
TL;DR: This article explored the place of politics in visual studies and outlined some of the ways in which visual studies as a field of inquiry all too often plays lip-service to history and, more pressingly, as it does to ethics.
Abstract: This article touches on and questions the object of visual studies, word and image relations, historicity, art under visual studies and politics. Exploring in particular the place of politics in visual studies, it outlines some of the ways in which visual studies as a field of inquiry all too often plays lip-service to politics, as it does to history and, more pressingly, as it does to ethics. Resisting an uncritical demand that ethics be introduced and come to occupy central stage in visual studies, the article goes on to interrogate the complex and nuanced ways in which an ethics of vision might still, and necessarily, come to the fore. Attentive to the dangers of such a foregrounding, it nonetheless proposes how such an ethics of vision offers a blueprint for the commitment that lies at the heart of visual studies and thereby can enable the field to make a difference.
17 citations
01 Jan 2013
TL;DR: In this paper, the authors present a study based on the assumption that the complexity of the functioning or of lectures in law leads to difficulties in listening and note-taking in non-native students who have an uncertain command of French.
Abstract: The study we present here the results has for object the non-native student face up to oral comprehension and taking notes challenges during lectures in law. This study is part of the axis II section of Adis-language laboratory ICAR II. The study is based on the assumption that the complexity of the functioning or of lectures in law leads to difficulties in listening and note-taking in non-native students who have an uncertain command of French. The data from which we have worked consist of excerpts from videotapes of law courses. We analyzed these recordings according to theoretical presuppositions of the French school of discourse analysis. Several other concepts developed by other schools and other researchers have been used tools for understanding the functioning of the lectures. We were also informed by extensive studies on the lectures conducted in the group Interactions and Language Learning in its component Analysis of didactic speeches.We used the model of listening to lectures theorized by this research group to define the term listening. This model allowed us to identify and label the different complexity parameters of lectures. To measure oral comprehension of these parameters, we adopted an experimental approach. We have developed an experimental design not as sophisticated as required by the experimental method itself, for heuristic reasons. The experimental protocol is based on a set of excerpts of recordings from which we offered to native students and nonnative students listening tests through taking notes and other written and oral questions. The results reveal cases of language proficiency and delicate moments where for various reasons, listening and taking notes are complicated. These results validate the starting hypothesis. We have sketched from here a compensatory mechanism of identified problems, and then we have made perspective for further studies in the future.
14 citations
Dissertation•
30 May 2017
TL;DR: In this paper, the authors present the question, au sein du cadre conceptuel de la problematisation que nous mobilisons, de la fonction meme des investigations empiriques, au regard de leur structure propre : participent-elles encore a la construction du probleme en jeu and, le cas echeant, a quelles conditions?
Abstract: Depuis quelques annees deja, et en reference aux epistemologies rationalistes de Bachelard, Canguilhem et Popper, les relations entre problemes, savoirs et apprentissages scientifiques sont au centre de nombreuses recherches didactiques. Au cœur de cela les interactions langagieres y tiennent une place de premier choix, ce qui explique notamment l'importance accordee au debat scientifique, et dont la representation du produit, en termes d'activite problematisante, est rendue possible par la realisation d'“espaces contraintes et necessites”, lesquels s'appuient sur la distinction centrale du registre empirique et du registre du modele [ou des modeles], mais egalement sur la distinction tout aussi centrale de l'assertorique et de l'apodictique, c'est-a-dire de ce qui releve du contingent et du necessaire. Reste cependant que, si le debat scientifique semble consacre a la construction du probleme en jeu, se pose a present la question, au sein du cadre conceptuel de la problematisation que nous mobilisons, de la fonction meme des investigations empiriques, au regard de leur structure propre : participent-elles encore a la construction du probleme en jeu et, le cas echeant, a quelles conditions ? De ces quelques constats, le present travail de recherche vise donc a la conceptualisation, la mise en œuvre et l'analyse de deux dispositifs didactiques en sciences, et ce dans une classe du cycle de consolidation du premier degre, le tout afin de mettre en evidence les quelques elements pouvant participer a l'activite de problematisation scientifique engagee, notamment dans l'articulation de la construction a la resolution du probleme en jeu.
13 citations
Additional excerpts
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TL;DR: The notion of roman autobiographique as mentioned in this paper has been proposed as an exemplaire of the processus d'hybridation of the fiction and non-fictif dans the roman.
13 citations