Abstract
This chapter examines the growing popularity of podcasts in French and the ways they can improve inclusivity. Based on a literature course and an advanced grammar and composition course, Muzart first demonstrates that podcasts’ focus on storytelling and subjective experience give students access to a plurality of voices whose embodied experiences allow them to connect with complex issues of their time. The chapter offers a detailed example of podcast integration that not only relies on existing podcasts but requires that students, too, create their own and play an active role in knowledge production.
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Notes
- 1.
Colby College counts a total of 2003 students. The institution ranks 79 out of 3514 colleges in overall diversity, which means there is high variety on campus in racial/ethnic diversity, ages, gender, and location: https://www.collegefactual.com/colleges/colby-college/student-life/diversity/#overall_diversity
- 2.
Coming after the generation known as Millennials, Generation Z refers to people born between 1995 and 2012.
- 3.
Even though this article focuses on the recent cultural phenomenon of French podcasts highlighting diversity issues within France, there are podcasts created in French speaking countries and regions that would further reinforce the teaching goals of diversifying the classroom. In Québec, where a podcast is called a “balado,” there are programs such as Les dialogueuses or Les francos oublié·e·s. In Africa and the diaspora, Queer Afro and Entre-Elles offer interesting insights on sexuality and gender. Many other voices and accents can be heard in podcasts from the French speaking world on platforms like Spotify.
- 4.
This course provided an overview of major political struggles that shaped France’s understanding and commitment to social justice from the 1960s to today. Through the study of films, manifestos, novels, podcasts, and political discourses, students discussed issues of citizenship, communitarianism, identity politics, and social privilege.
- 5.
For example, Donna Haraway’s notion of “situated knowledges,” which I discuss in the second part of this article.
- 6.
In another show like La Menstruelle, the hosts and guests talk about their menstrual cycle and how they are feeling in the moment before delving into a specific topic.
- 7.
I usually provide a list of specific terms that we overview before this kind of listening activities.
- 8.
While I recommended they listen the episode at the regular speed, I also informed students on the possibility provided by most listening applications to slow down speech by half the speed.
- 9.
I will go back in further detail to the issue of choosing a proper guest in the section dedicated to the interview.
- 10.
For example, from the French National Audiovisual Institute, INA.
Works Cited
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Byram, Michael, and Manuela Wagner. 2017. Intercultural Citizenship. The International Encyclopedia of Intercultural Communication. https://doi.org/10.1002/9781118783665.ieicc0043.
Cebeci, Zeynel, and Mehmet Tekdal. 2006. Using Podcasts as Audio Learning Objects. Interdisciplinary Journal of Knowledge and Learning Objects 2: 47–57. http://ijklo.org/Volume2/v2p047-057Cebeci.pdf?q=using-as.
Collins, Lauren. 2020. Assa Traoré and the fight for Black lives in France. The New Yorker, June 18. https://www.newyorker.com/news/letter-from-europe/assa-traore-and-the-fight-for-black-lives-in-france
Eaubonne (d’), Françoise. 2020. Le féminisme ou la mort. Paris: Le passager clandestin.
Fink, Dee. 2003. Creating Significant Learning Experiences. San Francisco: Jossey-Bass.
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Grace, Meghan, and Corey Seemiller. 2016. Generation Z Goes to College. San Francisco: Jossey-Bass.
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Haraway, Donna. 1988. Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies 14 (3): 575–599. https://doi.org/10.2307/3178066.
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Peiser, Jaclyn. 2019. Podcast Growth is Popping in the U.S., Survey Shows. New York Times, March 6. https://www.nytimes.com/2019/03/06/business/media/podcast-growth.html
Pudlowski, Charlotte, and Victoire Tuaillon. 2020. Faire entendre des voix qui n’ont pas été entendues. Interview by Fanny Marlier. Les Inrocks: 23–25.
Spenader, Allison, Pamela Wesely, and Cassandra Glynn. 2020. When culture is content: Applications for content-based instruction in the world language classroom. Language Teaching Research 24 (4): 476–495. https://doi.org/10.1177/1362168818799768.
Podcasts’s Episodes Cited
Bienaimé, Charlotte. Épisode 21 : Écoféminisme, 1er volet : Défendre nos territoires. Un podcast à soi, Arte Radio, November 6, 2019. Audio. https://www.arteradio.com/son/61662635/ecofeminisme_1er_volet_defendre_nos_territoires_21
Chapuis, Nicolas. Épisode 300: Adama, une histoire de la violence. Interview by Thomas Rozec. Program B, Binge Audio, March 4, 2020. Audio. https://www.binge.audio/podcast/programme-b/adama-une-histoire-de-la-violence?uri=adama-une-histoire-de-la-violence%2F
Guénif-Souilamas, Nacira. Épisode 5: 1983–2018: marcher pour mieux lutter ? Interview by Rokhaya Diallo and Grace Ly. Kiffe ta race, Binge Audio, November 6, 2018. Audio. https://www.binge.audio/podcast/kiffetarace/1983-2018-marcher-pour-mieux-lutter
Other Podcasts Cited
Camille (Binge Audio) by Camille Regache.
Entre-Elles by Tombany Kouloufoua.
La Menstruelle by Fanny, Julie, Karen, Lisa et Selma.
Les couilles sur la table (Binge Audio) by Victoire Tuaillon.
Les dialogueuses by the Collectif Les Péripatéticiennes.
Les francos oublié·e·s by Ahdithya Visweswaran and Janie Moyen.
Miroir miroir (Binge Audio) by Jennifer Padjemi.
Queer Afro by Gaelle et Elsy.
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Muzart, T. (2022). Approaching Plurality and Contributing to Diversity Through Podcast Pedagogy. In: Bouamer, S., Bourdeau, L. (eds) Diversity and Decolonization in French Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-95357-7_14
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