s article examines the representation of French as it can be interpreted through the curriculum at the two major Danish universities still offering a full university program (BA-Master-Doctoral degree) in French Studies. The article analyses the presence of the fait francophone in the curriculum at the University of Aarhus (AU) and the University of Copenhagen (KU) with a point of departure in the following questions: How is the concept of francophonie defined? How is the fait francophone integrated into the curriculum and according to which tradition(s)? The analysis reveals a fundamental distinction between “French” and “francophone” phenomena and a type of course organization largely based on the philological model that divides the subjects into three disciplines – language, literature and culture – focusing on the national reference, France. The article concludes that the fait francophone is integrated into the curriculum according to the philological logic, but that this does not fundamentally change the representation of French, which still remains primarily associated with the French nation.
|Journal||Synergies Pays Scandinaves|
|Number of pages||16|
|Publication status||Published - 2011|