Recent studies on urban change have emphasised the importance of culturally driven initiatives in the development of economic and social change. Concerns, however, have been raised in popular urban studies discourse that these strategies prioritise the economy and tourism over and above the needs of local residents and lead to the redefinition, and even the eradication, of local cultures. This paper looks at the case of the French city of Marseille as host of the European Capital of Culture programme in 2013. It analyses some of the cultural practices that arise at the intersection of a transnational cultural programme and localised cultural acts, and documents how some of Marseille's residents have responded to the European cultural event through cultural performances that address and highlight community concerns.
Official cultural sectors increasingly deploy cosmopolitan branding efforts, based on the diversity of migrant populations, to market a city as attractive and open. These strategies, meanwhile, continue to coexist with attachments to place as well as a sense of local identification and belonging. In this paper I refer to the way food, and in particular the merguez sausage, is used as a marker to evoke both the cosmopolitan and the local specificities of the city of Marseille, once celebrated as the gateway to France's empire. This work examines cultural initiatives, city streets, film and published Pied-Noir testimonials to argue that the merguez, a spicy sausage associated with North African cuisine, is used as a discursive construction of cosmopolitan branding, attached to a colonial memory, notably Algerian, while coexisting with the formation of local specificities in Marseille.
This article analyses the development of local food systems from a social movement perspective. It examines the case study of a farm market located in France and considers whether and how local initiatives in food distribution can be viewed as a social movement, using social theory as the conceptual framework.
French language policy has historically centred on ways French can be considered a dominant and influential language. It has done this since the Middle Ages, by allowing the French language to serve as a political tool. On an international level, language was a way of subjugating conquered peoples (former colonies). It promoted France's international status (by the 18th century French was the diplomatic language of Europe). On a national level, the French language was one of the ways governments were able to centralise political power (suppression of regional languages).
One of the ways French language authorities have promoted the use of language has been through education policies and the way language is taught in schools. For example, the French language was imposed on the colonised territories of France through teaching in missionary schools. Within France, stringent laws were adopted, in particular during the nineteenth century, allowing the French language to replace local languages in schools. In France today, language policies continue to exist and to have an influence on the way we view language and society. One of the main priorities of French language policy is to protect the status of the national language in particular with respect to the increasing use of English as a global dominant language in areas such as science, technology, tourism, entertainment and the media (Nunan: 2007, 178). Consequently, France has adopted policies to respond to this linguistic climate. This has implications on the way the French language is taught both within France as well as outside of France.
This paper will examine some of the policies and agencies created over recent years that affect the French language. It will also identify some of the consequences these policies have on the teaching of language. Finally it will argue that a space has been created within the language classroom that attempts to find a compromise between the language policies of the French government and the realities of spoken French in society.
French language policy has historically centred on ways French can be considered a dominant and influential language. It has done this since the Middle Ages, by allowing the French language to serve as a political tool. On an international level, language was a way of subjugating conquered peoples (former colonies). It promoted France's international status (by the 18th century French was the diplomatic language of Europe). On a national level, the French language was one of the ways governments were able to centralise political power (suppression of regional languages). One of the ways French language authorities have promoted the use of language has been through education policies and the way language is taught in schools. For example, the French language was imposed on the colonised territories of France through teaching in missionary schools. Within France, stringent laws were adopted, in particular during the nineteenth century, allowing the French language to replace local languages in schools. In France today, language policies continue to exist and to have an influence on the way we view language and society. One of the main priorities of French language policy is to protect the status of the national language in particular with respect to the increasing use of English as a global dominant language in areas such as science, technology, tourism, entertainment and the media (Nunan: 2007, 178). Consequently, France has adopted policies to respond to this linguistic climate. This has implications on the way the French language is taught both within France as well as outside of France. This paper will examine some of the policies and agencies created over recent years that affect the French language. It will also identify some of the consequences these policies have on the teaching of language. Finally it will argue that a space has been created within the language classroom that attempts to find a compromise between the language policies of the French government and the realities of spoken French in society.
This special issue of Portal contains papers that investigate the ways in which food and food cultures have created but have also disrupted links between different parts of the Fancophone world and between Francophone culture and other societies. Long considered a cornerstone of what is "French", food and food culture in French speaking societies outside of France (and outside of many of the major centres of French cuisine within France) have been eclipsed by the dominance of the French culinary tradition. This volume uses examinations of literature, festivals, daily practices, languages and diaries to explore how Francophone cultures outside of France have not only positioned themselves relative to the dominant models of French food culture, but have used local produce and practices to question the fundamental assumptions and conventions concerning food in Francophone societies and in broader transnational contexts.
