M1 / Semestre 7 – Bloc 1 (Majeure) – B. Enjeux et pratiques disciplinaires
UE2 : Enjeux contemporains (Cultural Studies) - Cours de D. Haigron

Social conflict and communality: Class, gender, and race in contemporary British society and culture

British society is built on structural divisions based (mostly but not entirely) on class, gender and race, and its construction is driven by conflicts between categories of the population defending their respective interests in power relations, usually with an opposition between discriminated minorities and an hegemonic group. These conflicts have contributed to fostering communitarian identities and histories (Orgreave, Dagenham, #MeToo, Black Lives Matter, etc.), but have also found their place in collective national memory. This course will analyse social conflicts from a sociological and cultural perspective. The aim is to assess how they gained mythological status as defining landmarks, and how they participated in shaping British society. This will finally raise the question as to whether social conflict also —somehow paradoxically— helped build togetherness and communality, within or between the various sections of society.

Selected bibliography
BANYARD, Kat. The Equality Illusion: The Truth about Women and Men Today. Faber & Faber, 2010.
CANNADINE, David. The Undivided Past: Humanity Beyond our Differences. Alfred A. Knopf, 2013.
GILROY, Paul. There Ain’t No Black in the Union Jack: The Cultural Politics of Race and Nation. Routledge (1987), 2010.
HALL, Stuart, et al., eds. Representation. Sage & Open University, 2013.
JONES, Owen. Chavs: The Demonization of the Working Class. Verso, 2016.
PANAYI, Panikos. An Immigration History of Britain: Multicultural Racism since 1800. Longman, 2010.
SKEGGS, Beverley. Formations of Class and Gender: Becoming Respectable. Sage, 1997.
Ce séminaire sera consacré à l’analyse linguistique à partir d’un corpus de séries télévisées. Le séminaire de 2025-2026, assuré par Sandrine Oriez, est axé sur la syntaxe de la phrase anglaise. Ce séminaire permet aux étudiants qui le souhaitent d'acquérir des connaissances en syntaxe indispensables pour passer les concours du CAPES et de l'agrégation.

Si vous êtes débutant.e en syntaxe (cf. étudiant.e ayant fait une Licence hors Rennes 2), pas d'inquiétude : le cours est structuré de manière à réviser/acquérir rapidement les bases de la syntaxe. Des pages de révision et des vidéos de révision sont disponibles sur la page du séminaire.

Le cours est en FRANCAIS.
Cet espace cours vous donne accès à des ressources complémentaires.
Chaque enseignant·e pourra y déposer des documents.

02DMI812 - “Gender and Society in Eighteenth-Century Britain”

Course description
This course will introduce students with the place of gender in eighteenth-century British society. The period from the Restoration to the Romantic era was marked by major economic, political, social and cultural transformations, which had a deep impact on the definition, construction and representation of gender roles in British society. Students will engage with key concepts and issues regarding gender and learn about the changing historically-determined constructions of gender across the period of the long-eighteenth century. Through a wide range of primary sources, they will become familiar with various aspects of the everyday lives of eighteenth-century men and women (education, fashion, leisure, politics, etc.) as well as with emerging debates on gendered norms and practices (social performance, male hegemony and female agency). Through the readings, discussions and assignments in this course, students will also gain a deeper understanding of the traditions of women’s history and its relationship to histories of masculinity and gender.

Selected bibliography

 BARKER, Hannah & Elaine CHALUS (eds.), Gender in Eighteenth-century England: Roles, Representations and Responsibilities, London, New York: Longman, 1997. 
 BUTLER, Judith, Gender Trouble: Feminism and the Subversion of Identity, 2nd (1999). New York and London: Routledge, 1990.
 CARTER, Philip, Men and the Emergence of Polite Society, Britain 1660-1800, London: Longman, 2001.
 COHEN, Michèle & Tim HITCHCOCK (eds.), English Masculinities 1660-1800. London & NY: Longman, 1999.
 FLETCHER, Anthony, Gender, Sex and Subordination in England, 1500-1800, London, 1987.
 HARVEY, Karen, The Little Republic: Masculinity and Domestic Authority in Eighteenth-Century Britain, Oxford University Press, 2012.
 SHOEMAKER, Robert B., Gender in English Society 1650-1850: The Emergence of Separate Spheres?, London: Longman, 1998.
 SCOTT, Joan W., “Gender: A Useful Category of Historical Analysis”, American Historical Review 91 (1986): 1053–75.
 VICINUS, Martha, Separate Spheres, Bloomington, 1974.
 VICKERY, Amanda, The Gentleman's Daughter. Women's Lives in Georgian England, New Haven-London, Yale University Press, 1998.
 YLIVUORI Soile, Women and Politeness in Eighteenth-Century England: Bodies, Identities, and Power, Routledge, 2018.

  • Учитель: Anais Le Fevre-Berthelot
  • Ассистент (без права редактирования): Franck Barbin
  • Ассистент (без права редактирования): Sylvie Bauer
  • Ассистент (без права редактирования): Laurie Bereau
  • Ассистент (без права редактирования): Anne-Laure Besnard
  • Ассистент (без права редактирования): Yann Bevant
  • Ассистент (без права редактирования): Aurore Caignet
  • Ассистент (без права редактирования): Valerie Capdeville
  • Ассистент (без права редактирования): Guillaume Clement
  • Ассистент (без права редактирования): Anita Cornic
  • Ассистент (без права редактирования): Claudia Desblaches
  • Ассистент (без права редактирования): Laetitia Devos
  • Ассистент (без права редактирования): Renee Dickason
  • Ассистент (без права редактирования): Anne Goarzin
  • Ассистент (без права редактирования): David Haigron
  • Ассистент (без права редактирования): Maggy Hary-Moussay
  • Ассистент (без права редактирования): Jean Pierre Juhel
  • Ассистент (без права редактирования): Anthony Larson
  • Ассистент (без права редактирования): Pierre-Yves Le Cam
  • Ассистент (без права редактирования): Claude Le Fustec
  • Ассистент (без права редактирования): Gildas Le Voguer
  • Ассистент (без права редактирования): Lesley Lelourec
  • Ассистент (без права редактирования): Delphine Lemonnier-Texier
  • Ассистент (без права редактирования): Helene Machinal
  • Ассистент (без права редактирования): Mark Mcnaught
  • Ассистент (без права редактирования): Sophie Mesplede
  • Ассистент (без права редактирования): Adrian Morfee
  • Ассистент (без права редактирования): Grainne O'Keeffe Vigneron
  • Ассистент (без права редактирования): Sandrine Oriez
  • Ассистент (без права редактирования): Manon Philippe
  • Ассистент (без права редактирования): Francoise Remond
  • Ассистент (без права редактирования): Emma Renaud
  • Ассистент (без права редактирования): Maria Tang
  • Ассистент (без права редактирования): Donia Touihri-Mebarek
  • Ассистент (без права редактирования): Florian Treguer
  • Ассистент (без права редактирования): Aliette Ventejoux
Espace en supplément du cours de phonologie proposé aux étudiant.e.s de MEEF anglais
Resources to accompany the M1 MEEF anglais course "Pratique appliquée de l'oral" taught by Anthony Larson
Ce cours est destiné aux MEEF1 (8 séances) et aux MEEF 2 (4 séances).
Photo : Copyright Martin Parr
The CIA was created in 1947 and it remains the most well-known American intelligence agency although there are now eighteen such agencies in the United States, which make up a large apparatus called the Intelligence Community (IC). Since 9/11, the role played by the IC in the defense of America’s national security has been seriously reinforced and, as a result, it has become the object of numerous movies and television series. The purpose of this class will be twofold: on the one hand, we will study the historical development of intelligence in the United States since the passage of the National Security Act in 1947 by the American Congress; and, on the offer hand, relying on the analysis of several movies devoted to the operations of the IC, we will endeavor to measure the gap between reality and fiction when dealing with intelligence.