Read moreThis study day for researchers from all disciplines, doctoral students or experienced researchers, a space for written and oral productions and performative expressions around violence, power relations and/or domination, silences experienced during their experience at university. In addition, throughout their studies, doctoral students experience ordinary institutional violence. More numerous in the Arts and Humanities sectors, they are more subject to the precariousness of the status of doctoral student and abandon their thesis more often (Serre, 2015) than doctoral students. They are more stressed (Gérard, Nagels, 2017) and are more victims of harassment than their male counterparts (Clasches, 2019). They also encounter epistemological violence: feminist and decolonial studies are subject to attacks, both against the theoretical frameworks used and against the researchers who develop them (Belinga, Eched and Rose Ndengue, 2019). In the name of the myth of the objectivity and neutrality of science and scientists, approaches that question the gendered and racialized order are structurally devalued and reappropriated (Haraway, 1988). This day originates from two research-self-creation seminars set up within the Caribbean Social Sciences Laboratory (LC2S-UMR 8053) in 2021 and 2022. These led the doctoral students to investigate reflective, interactive and creative approaches to research, their relationship to scientific production, to teaching and to relationships with other researchers, and to discover what “embodied and situated research” could bring to their work as well as to their intimate part. These projects have thus gradually become a true regulator of ordinary power relations which the students were able to witness throughout the sessions, thanks in particular to the benefits of this horizontal pedagogy conceived as "a practice of disarmament" (Tim Ingold, 2018), which "makes us vulnerable and not powerful, [valuing in parallel] truth and wisdom more than knowledge. "The results were published in a special issue of La Revue juridique du bonheur, published in June 2022, La Revue Juridique du Bonheur – Observatoire International du Bonheur (oib-france.com). In this file entitled “Doctoral research and the right to happiness. Research-creation of self: Well-being of doctoral students and creative intelligence”, co-directed by Karine Bénac, Lise Gillot and Morgane Le Guyader, the contributors focused on their feeling of precariousness, vulnerability, invisibility and their frequent feeling of lacking legitimacy. At the same time, the production of work such as writing an autobiography helped doctoral students to bear witness to their experience by offering a reflective return on their institutional career (Hughes, 1996). Performances have also been designed to accompany the processes of testimony through the body and the movement of oneself (Pierre Gosselin, Éric Le Coguiec, 2006). Finally, Karine Benac and Morgane Le Guyader recently participated in the conference on “Ordinary violence in academic organizations” in Paris on June 9 and 10, 2022: their performances were part of the panel entitled “Testify, regulate, perform” and drew on the discussions and emerging practices of research-creation to no longer only question violence but also provoke a surpassing of its production. In the wake of these seminars and participation in this conference, the study day is therefore part of an inter/transdisciplinary and performative approach. If it seems fundamental to "reaffirm the place of the body and the sensitive in the implementation and transmission of a thought" (Déchéry, 2022), how can the violence encountered, suffered, apprehended, investigated, find a way to be embodied on stage? To what extent can the performative act within the institution liberate body and speech, and allow us to see/feel/touch/hear the taboos and unspoken things inherent in institutional functioning? The study day thus aims to describe/analyze/bear witness to/perform the dominations and violence encountered in institutional settings, the institutional springs of domination and their forms of legitimation, the invisibility strategies deployed by the actors – whether they are dominant or dominated – and their effects on both individuals and collectives. These works place the focus at the intersection of the issues of social relations of gender, class and "race" which remain largely unconsidered within French universities as within other institutions. This study day offers, as a second axis of reflection, that of the modalities of resistance developed by the actresses in contact with oppressive institutional environments. How and through what means can the performative act constitute an efficient and cathartic form of resistance? Of self-restoration? A final line of thought is, this time, that of collective action. How, based on individual experiences, can we think about organizational change to shape more inclusive, fairer institutions? We hope that contributors from all disciplines can construct a performative scientific discourse in the broad sense, whether it be performative reading, performed conferences, testimony or any other singular format. Date and location This day will take place on June 16, 2023 at the Condorcet campus. Terms of contribution to karine.benac@univ-antilles.fr helene.marquie@univ-paris8.fr morganeleguyader@hotmail.com geraldine.demombynes@univ-rennes2.fr Organizing Committee Morgane Le Guyader (UA-LC2S) Karine Bénac (UA-LC2S) Hélène Marquié (U Paris 8-LEGS) Géraldine Gaudefroy-Demombynes (History and criticism of arts-University of Rennes 2) Karine Bénac (University of the Antilles) Christine Chivallon (University of the Antilles) Carine David (University of the Antilles) Géraldine Gaudefroy-Demombynes (University of Rennes 2) Morgane Le Guyader (University of the Antilles) Hélène Marquié (University of Paris 8) Magali Nachtergael (University of Bordeaux-Montaigne) Michel Tondellier (University of the Antilles) Emily Sahakian (University of Georgie) Productions may be in written, oral and/or performative form. We particularly encourage doctoral students and young researchers to respond to this call for proposals. Bibliography BENAC K., GILLOT, L., LE GUYADER M. (dir.) (2022), Special report: Doctoral research and the right to happiness. “Self-research and creation: well-being of doctoral students and creative intelligence”, La Revue juridique du bonheur, dir. Carine David, n°4, The Legal Review of Happiness – International Observatory of Happiness (oib-france.com).   BOUTET, D. (2018), “Self-creation in research-creation: how reflexivity increases self-awareness and experience”, in Jason Luckerhoff, François Guillemette and François Labelle (eds.), Inductive Approaches: The Place of Mobilizing Research Results in Inductive Approaches, vol. 5, No. 1. BOUDIER M., DÉCHERY C. (dir.) (2022), Artist-Researchers, Researchers-Artists. Performing knowledge, The presses of the real. BELINGA ME., ECHED Y., NDENGUE R. (2019), “Can Marginal Feminists Speak? “Return to an academic “failure” and its epistemological and political implications”, Gender, sexuality & society [Online], 22, posted on December 16, 2019, consulted on November 06, 2021. URL: http://journals.openedition.org/gss/5816; DOI: https://doi.org/10.4000/gss.5816 CIFALI M., GIUST-DESPRAIRIES F., PERILLEUX T. (dir.)(2019), Welcoming affects and emotions in training and research, clinical approaches, L'Harmattan. CLASCHES (Anti-Sexist Collective Against Sexual Harassment in Higher Education) (2019), “Turning the Weapon of Law Backwards. Against sexual harassment in higher education and research”, Work, gender and societies, vol. 42, no. 2, p. 191-194. COMBES A. (2022), How the university crushes young researchers. Precarity, harassment, law of silence, Otherwise. CONNELL, R., W. (1987), Gender & Power, Cambridge: Polity Press. HUGHES, E. C. (1996), The sociological view. Selected essays (J.-M. Chapoulie, Trans. 1971 ed.). Paris: School for Advanced Studies in the Social Sciences. DELVAUX M., LEBRUN V., PELLETIER L. (dir.) (2015), Sex, love and power. Once upon a time… at the university, Les éditions du remue-ménage. GERARD, L., NAGELS, M. (2017), “Level of stress perceived by doctoral students and dysfunctional coping strategies”, Research in Education, 29, 134-148. HARAWAY, D. (1988). “Situated Knowledges. The Science Question in Feminism and the privilege of partial perspective”, Feminist Studies 14, p. 575-599. MOSCONI N. (1994), Women and knowledge. Society, school and the sexual division of knowledge, L'Harmattan. OMAR Z., HEAS S. (dir.) (2021), Emotions in research in human and social sciences, field trials, Presses Universitaires de Rennes. GREENHOUSE, D. (2015), “Being a doctoral student. Socializations, contexts, trajectories”, Socio-logos, posted online July 16, 2015, consulted August 17, 2021. URL: http://journals.openedition.org/socio-logos/2924; DOI: https://doi.org/10.4000/socio-logos.2924.  SUCHET M. (2016), Indiscipline, Nota Bene Editions. SUCHET M. (2016), “Research as permanent creation”, Revue des sciences sociales, N. 56, p. 14-21.

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