| 1 |
Auteur(s):
Inter-textual.
N° de Page :
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Sommaire juin 2026
Résumé
No abstract
| 2 |
Auteur(s):
Soumahila SORO.
N° de Page : 1-12
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ECHOES OF THE SACRED: CULTURAL MEMORY, RESISTANCE, AND THE RECONSTRUCTION OF NATIVE AMERICAN IDENTITY IN LOUISE ERDRICH’S THE PAINTED DRUM
Résumé
This article examines the role of sacred objects in the reconstruction of Indian identity in The Painted
Drum by Louise Erdrich. The novel centers on a ceremonial Ojibwe drum whose history unfolds through
interconnected narratives spanning multiple generations. Far from being a simple artifact, the drum functions as a
powerful symbol of cultural continuity, spiritual presence, and collective memory within Native American
traditions. Leaning on Gerald Vizenor’s concept of survivance, Homi K. Bhabha’s postcolonial theory of hybridity,
and Jan Assmann’s notion of cultural memory, it explores how Erdrich uses the drum as a narrative and symbolic
device to reconnect individuals with their ancestral heritage. The analysis demonstrates that sacred objects in the
novel serve as communal memory that preserve Indians histories and spiritual traditions across generations. The
drum, thus, embodies a form of cultural resistance against colonial narratives that historically attempt to suppress
Native American traditions. By transmitting stories, ceremonies, and collective memories, the drum enables the
characters to reclaim their cultural identity and reconnect with their community and ancestors. Ultimately, The
Painted Drum shows how sacred objects function as sites of memory and instruments of resistance, allowing
Indigenous communities to resist cultural erasure and reaffirm the continuity of their traditions in contemporary
society. Through its emphasis on storytelling and symbolic artifacts, Erdrich’s novel highlights the enduring
resilience and vitality of Native American cultural identity.
| 3 |
Auteur(s):
Kouakou Bernard BAMENE.
N° de Page : 13-25
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“DOUBLE COLONIZATION1” AND FREEDOM FOR THE WOMAN IN NADINE GORDIMER’S NO TIME LIKE THE PRESENT, NONE TO ACCOMPANY ME AND J.M COETZEE’S DISGRACE
Résumé
This article uses feminist theory to examine the representation of double colonisation and women's
freedom in Nadine Gordimer's No Time like the Present and None to Accompany Me, and J. M. Coetzee's
Disgrace. It argues that the novels depict women as subjects constrained by the combined forces of patriarchy and
historical oppression, demonstrating that political liberation does not automatically guarantee gender
emancipation. In Gordimer's novels, female characters navigate a post-apartheid society in which national
transformation creates new opportunities, yet male authority is still preserved within political and domestic spaces.
Their struggle suggests that women's freedom depends not only on legal and social change, but also on the
dismantling of patriarchal structures that regulate female agency. In Coetzee's Disgrace, Lucy's experience reveals
the persistence of gendered vulnerability in a society shaped by racial injustice and masculine violence. Her
silence, endurance, and negotiated survival illustrate the limited autonomy available to women in postcolonial
South Africa. Read together, the novels expose the contradictions of postcolonial freedom, where women continue
to be marginalised despite broader struggles for justice and equality.
| 4 |
Auteur(s):
Toussaint TIEMTORE.
N° de Page : 26-38
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INITIATION: A TRADITIONAL FORMAL LEARNING SYSTEM IN ARMAH’S SELECTED NOVELS
Résumé
This study explores Armah’s representation of structured learning in traditional African societies
through Two Thousand Seasons, The Healers, and Kmt: In the House of Life. It analyses the selected works
through the lenses of Frantz Fanon’s, and Kwame A. Appiah’s perspectives on postcolonial theory. Contrary to
views of precolonial education as informal, Armah depicts organised systems with specific goals, instructors, and
curricula. Learning takes place in initiation schools, training villages, and specialised communities, blending
practical skills with moral, spiritual, and cultural instruction while fostering cohesion and identity. By highlighting
these integrated systems, Armah reclaims indigenous pedagogies, challenges colonial definitions of formal
education, and offers insights for postcolonial educational reforms rooted in African traditions.
| 5 |
Auteur(s):
Aymar Landry DJOPIE.
N° de Page : 39-48
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INTERRACIAL INTIMACY IN NATIVE AMERICAN FICTION: A STUDY OF ALEXIE SHERMAN’S RESERVATION BLUES
Résumé
Interracial relationships are the consequences of mutual exchanges between races. They appear as one of the
dominant issues that prevails in contemporary Native American literature. While exploring this theme, Native
American authors like Alexie Sherman try to bring white people and Indians close together , as the racial mixing
brought about by the contact between the two races seems to be irreversible in a society in constant change. This
article seeks to delineate how the relationships between people from different racial backgrounds in Reservation
Blues contribute to establishing a climate of peace, a guarantee for harmony between Whites and Native
Americans, the first inhabitants of the American soil. The concept of cosmopolitanism according to Appiah
Kwame (2006) which regards all the people of the earth as a single family and blurs artificifial bordering of races,
is presented as the scientific channel for the illustration of the foregoing postulate.
| 6 |
Auteur(s):
Eguibowé Viviane KAN-OUAR.
N° de Page : 49-60
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BLACK LITERARY RESISTANCE: ALICE WALKER AND ZORA HURSTON FIGHTING BLACK POSTCOLONIAL AND POST- INDEPENDENCE NIGHTMARES
Résumé
The twentieth-century African American women writers have not remained at the margins of the struggle for the
true liberation of black people in the postcolonial and post-independence eras. They have used their novels as
weapons to liberate their people from the postcolonial and post-independence nightmares prevailing within black
communities. That is true of Zora Neale Hurston and Alice Walker. They have used their respective novels—Their
Eyes Were Watching God (1937), The Third Life of Grange Copeland (1970), and Possessing the Secret of Joy
(1992)—to help liberate black people from their different alienations following colonization and independence.
However, these three novels have been perceived by some black critics as literary works reinforcing Blacks’
alienation and oppression. Contrary to this critical opinion, this article aims to reveal, through the postcolonial
theory, that the two writers’ novels are truly works of liberation for black people from their political, cultural and
social nightmares after colonization and independence. So, a deep inductive analysis of the three novels’ characters
reveals that the novelists struggle against black leaders’ abuse of authority, Blacks’ deculturalization and fratricidal
hatred in postcolonial and post-independence societies.
| 7 |
Auteur(s):
Toualou Stéphane BLIMI.
N° de Page : 61-75
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INTEGRATION DES COMMUNAUTES ETRANGERES ET INTEGRITE CULTURELLE DANS LE TONKPI : UN PARALLELE AVEC LA SOCIETE GIKUYU DANS LA FICTION DE NGUGI WA THIONG’O
Résumé
Cet article examine la question de l’intégration des communautés étrangères en pays Dan en la lumière de l’histoire
imaginaire de l’occupation des terres chez les Gikuyu contenue dans la fiction Ngugienne. Dans une perspective
sociocritique fondée sur l’« analyse du contenu » et les théories culturelles (Cultural Studies) selon T. Eagleton,
l’étude tente de mettre en exergue les similarités entre la fiction de Ngugi et les réalités Dan d’une part, et les crises
inhérentes aux divergences sociales et culturelles d’autre part. En somme, cette analyse montre que l’intégration
des communautés étrangères dans le Tonkpi peut s’inspirer de l’histoire de l’occupation des terres dans la fiction
de Ngugi wa Thiong’o, d’autant plus que le roman est le reflet de la société. En vue de préserver la coexistence
pacifique des peuples dans cette zone très sollicitée par des communautés paysannes, l’étude recommande le
respect mutuel des valeurs culturelles et la résilience face aux divergences culturelles et les frottements sociaux.
| 8 |
Auteur(s):
Dolourou SORO, Daouda COULIBALY.
N° de Page : 76-90
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ANACHRONISME ET FRAGMENTATION DANS KINDRED (1979) DE OCTAVIA E. BUTLER: UNE LECTURE POSTMODERNISTE DE L’ŒUVRE
Résumé
Cette étude examine les manifestations de l’anachronisme et de la fragmentation dans le roman Kindred (1979)
d’Octavia E. Butler, en se penchant sur les procédés narratifs qui contribuent à une esthétique résolument
postmoderne. Loin de n’être qu’un simple ressort de la fiction spéculative, le voyage dans le temps devient un
outil critique permettant de déconstruire la linéarité historique, de remettre en question les récits nationaux
dominants et de révéler la persistance de structures de domination héritées de l’esclavage. L’analyse s’appuie sur
plusieurs perspectives théoriques complémentaires : la critique des grands récits par Jean-François Lyotard, les
réflexions de Paul Ricœur sur les liens entre mémoire, récit et identité, ainsi que le concept de « métafiction
historiographique » développé par Linda Hutcheon. Ces cadres théoriques permettent d’appréhender Kindred
comme une réécriture fictionnelle de l’histoire qui brouille les frontières entre mémoire, histoire et imagination.
Articulée autour de quatre thèmes complémentaires – l’anachronisme temporel, l’anachronisme géographique, la
fragmentation de l’identité et la portée postmoderne de l’anachronisme, cette étude démontre que le roman de
science-fiction de Butler a recours à la discontinuité temporelle et spatiale pour déconstruire les catégories figées
du temps, de l’espace et du sujet. Ce faisant, l’œuvre s’affirme comme une réflexion critique sur la mémoire de
l’esclavage, la construction de l’identité et les modalités contemporaines de la réécriture de l’histoire.
| 9 |
Auteur(s):
Yacouba INAME, Moussa KAMBIRE, Lalbila Aristide YODA.
N° de Page : 91-106
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THE EVOLUTION OF THE UK’S RELATIONS WITH FRANCOPHONE WEST AFRICAN STATES (2015-2025)
Résumé
This article examines the evolution of the United Kingdom’s relations with Francophone West African countries
between 2015 and 2025 in the context of Brexit and the Global Britain agenda. Using Role Theory, it analyses
how the UK sought to redefine its international role through diplomatic expansion, security cooperation in the
Sahel, trade agreements, and development-oriented investments. The study finds that the UK attempted to position
itself as a global developmental partner combining security, economic, and governance objectives. However,
military coups, geopolitical competition from Russia, China, and the European Union, as well as limitations in the
effectiveness of aid and investment programmes, constrained its influence. The analysis reveals significant role
conflict, role incongruence, and role contestation between the UK’s ambitions and regional perceptions. While the
UK increased its engagement in Francophone West Africa, its ability to achieve long-term objectives remained
limited by insecurity, political instability, and external competition. The article concludes that Francophone West
Africa has become a key testing ground for the UK’s post-Brexit foreign policy and its ambition to be recognised
as a credible global developmental partner.
| 10 |
Auteur(s):
Serge Lazare OUEDRAOGO.
N° de Page : 107-122
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THE UNITED STATES WAR ON TERROR IN THE MIDDLE EAST: AN ADVERSE CONFLICT OF STIMULI
Résumé
This paper attempts to bring out some factors of the US war on terror in the Middle East. It basically tries to know
why despite American determination from the September 11, 2001 Attacks to eradicate it, the US fails to eradicate
it in the region. The study also sets up the conditions in which the US can really win its war on terror. Reverting
to Marta Crenshaw’s (1987) instrumental and organizational approaches to terrorism, the study reveals that the US
stills fails to eradicate terrorism in the Middle East because of the adversities associated with conflicting stimuli
which prevail between America and Middle East societies. While the US endeavors to eradicate terrorism, such a
war cannot be won unless the US works with Middle East governments to improve its relationship with them by
removing the adversities that foster the conflicting stimuli. The study shows that as long as the US persists in its
cultural and political overwhelming domination over Middle Eastern societies, terrorism will linger on. Actually,
as the study reveals, any definite victory over this plague presupposes a healthier American-Middle East
relationship.
| 11 |
Auteur(s):
Gomtiga Justine Bonkoungou, Relwendé Bernadine Zoungrana.
N° de Page : 123-136
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INTEGRATING HUMANISTIC PERSPECTIVES INTO CLIMATE- CONSCIOUS ENGLISH LANGUAGE TEACHING: TEACHERS’ AND STUDENTS’ PERCEPTIONS IN BURKINA FASO SECONDARY SCHOOLS
Résumé
The 2021 educational reform in Burkina Faso introduced the Competency-Based Approach (CBA) to promote
learner-centred, interdisciplinary, and competency-oriented education. Within this framework, English as a Foreign
Language (EFL) teaching is expected to support not only language development but also the acquisition of
transferable competencies such as critical thinking, communication, collaboration, and responsible citizenship.
This study explores teachers’ and students’ perceptions of integrating humanistic perspectives into climate-
conscious EFL teaching in secondary schools. It examines the contribution of literature, history, philosophy, and
arts to environmental language education, as well as related opportunities and challenges. Grounded in Critical
Pedagogy, Environmental Humanities, and Content and Language Integrated Learning (CLIL), the study adopted
a qualitative exploratory design through semi-structured interviews and focus-group discussions. Data were
analysed using V. Braun and V. Clarke’s (2006) thematic analysis. Findings show that EFL teaching remains
mainly grammar and text-oriented, although environmental themes are emerging. Participants recognised the value
of humanistic resources in promoting meaningful language learning and environmental awareness.
| 12 |
Auteur(s):
Ibrahima Derra, Yacouba Bamogo, Moses Kwadwo Kambou.
N° de Page : 137-155
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CORRELATION BETWEEN EFL LEARNERS’ VOCABULARY KNOWLEDGE AND THEIR SPEAKING PROFICIENCY: A CASE STUDY
Résumé
The impact of vocabulary knowledge on speaking is not often investigated in EFL learning contexts. This
study investigated the relationship between students’ vocabulary knowledge and their speaking ability. The study
aimed at determining the extent to which there is a correlation between their vocabulary knowledge and their
speaking proficiency. This correlational study used a mixed-method design to collect data from 31 1re A students
in Lycée Communal Rimvougré in Ouagadougou. A vocabulary test, a speaking test, and a semi-structured
interview were the tools used to collect data. The findings from the vocabulary test and the speaking tests revealed
a high positive correlation. The semi-structured interview contributed to explaining the nature of the correlation.
It reveals that the participants perceived vocabulary as the main obstacle to their speaking proficiency. The study
indicates that vocabulary knowledge accounts for more than half of the variance in their speaking proficiency,
suggesting that increased vocabulary knowledge is associated with better speaking proficiency. Therefore,
educators should help learners enhance their vocabulary knowledge and improve their speaking ability.
| 13 |
Auteur(s):
Gérard MILLOGO, Lobou Fulgence Ismaël TRAORE, Housougna Rabiyatou ZIGANI.
N° de Page : 156-167
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AN ANALYSIS OF SↃGↃKIRÉ SPEAKERS’ VERB ELEMENT ERRORS IN ENGLISH
Résumé
This study focuses on global errors related to the verb elements made by Sↄgↄkiré native speakers in written
English. The verb elements constitute a difficulty for these learners, preventing them from becoming proficient in
written English. To improve Sↄgↄkiré native speakers’ writing in English, a qualitative and quantitative
methodology was adopted, using tests to gather the data from 50 participants. We employed Rod Ellis’ (1994)
error analysis framework to reach our objectives. The findings of the study reveal that Sↄgↄkiré native speakers
are confronted with global errors such as main verb errors and helping verb errors. Additionally, the results show
that helping verb errors are the most prominent of the two error types. Finally, the results show that the participants’
global errors are due to both intralingual errors and the interference of the mother tongue and the intermediary
language. Based on the findings, some pedagogical implications for teaching and learning the English verb
elements are suggested.
