Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Le champ littéraire belge francophone du second après-guerre n'a jamais fait l'objet d'une étude approfondie et exhaustive. Après avoir rappelé les conditions littéraires et culturelles de la Seconde Guerre mondiale, nous étudions l'épuration du champ littéraire, à savoir la réorganisation de celui-ci, par des instances qui lui sont extérieures. Nous analysons ensuite les rapports entre les écrivains et les institutions publiques et littéraires, avant de nous atteler à la description du champ littéraire de l'après-guerre. Nous tentons d'y décrire la position et les prises de positions des différents agents en présence. Se déploie alors en filigrane l'image d'une institution littéraire faible, incapable de faire émerger un nombre conséquent des auteurs de l'époque. / Doctorat en philosophie et lettres, Orientation langue et littérature / info:eu-repo/semantics/nonPublished

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Si l’instruction scolaire semble un acquis de la plupart des sociétés contemporaines, elle n’en demeure pas moins le fruit d’une très lente évolution comme ce fut le cas dans l’actuelle République démocratique du Congo pendant un siècle. Lors de la période coloniale – de la création de l’Etat du Congo en 1885 par la conférence de Berlin jusqu’à l’indépendance obtenue en 1960 – la fonction de l’enseignement a été confiée par le pouvoir essentiellement aux missions catholiques belges avec la vision utilitariste de former des auxiliaires de l’administration et des ouvriers aux fins d’exploitation de la colonie. Sur le plan juridique, cet objectif apparaît de façon sous-jacente dans le concordat de 1906, la réglementation des études de 1924 et la réforme scolaire de 1948. Malgré l’élan réformateur impulsé par le parti socio-libéral belge après la Seconde Guerre mondiale, l’école coloniale a peiné à promouvoir une élite locale avec cette conséquence que le chaos sanglant des cinq premières années de l’indépendance est à attribuer en grande partie à l’impréparation des Congolais à assumer de hautes responsabilités politiques. Le modèle social hérité du passé colonial étant considéré comme aliénant, le Président Mobutu a étatisé les écoles en décembre 1974 en opposition à la hiérarchie catholique, déclenchant ainsi une grave crise qui fut apaisée par la signature d’un accord en 1977 permettant la rétrocession des réseaux scolaires à leurs anciens administrateurs. Puis, une loi portant régime général applicable à l’enseignement national a été promulguée le 22 septembre 1986, marquée par le souci d’une austérité budgétaire nécessitée par la politique économique désastreuse de zaïrianisation du Maréchal-Président. / If schooling for all is taken for granted in most contemporary societies, it remains nevertheless the result of a slow process of development. Such was the case in the present Democratic Republic of Congo where it evolved over a century. During the colonial period – from the creation of the Congo as a state by the Berlin Conference of 1885 up to its independence proclaimed in 1960 – education, average length 2 years, was entrusted by the government above all to the Belgian Catholic Missions, with the utilitarian objective in mind of forming government employees and workers able to exploit the colony Generally speaking, this objective appears to underlie the Concordat of 1906, the School Regulations of 1924 and the School Reform of 1948. In spite of the impetus to reform given by the Belgian Social Liberal Party after World War II, colonial schools had great difficulty forming an elite in the local population. The consequence was bloody chaos during the first five years of independence. This is to be attributed to the lack of sufficient preparation given to the Congolese people for them to be able to assume political positions of great responsibility. As the model of society inherited from the colonial past became considered an alienation, Maréchal-President Mobutu nationalized the schools in December 1974 in opposition to the Catholic hierarchy. This caused a period of serious unrest finally settled by the signing of an agreement in 1977 granting the handing back of school systems to their former administrators. Then, on 22 September, 1986, an outline-law applying to the national school system was promulgated marked by the need for budgetary austerity brought about by President Mobutu’s disastrous economic politics, his zaïranisation.

In Belgium, approximately 75 homicides a year go unnoticed. In addition it is estimated that 5 - 10% of the so-called natural deaths are not natural at all. This amounts to 5,000 – 10,000 deaths a year with an incorrect cause of death. Both Belgium – composed of three regions, three communities, and ten provinces – and the United States of America – divided into 50 states – are overseen by a Federal Government, and their police system consist of multiple law enforcement agencies. When looking from a distance, more similarities than differences are seen for the organization of law enforcement agencies. However, differences become apparent when analyzing the responsibilities of the different agencies during crime scene processing and evidence collection. Seen the scope of the forensic science program, the focus will more specifically be on the process, procedures, and actors involved. The goal of this thesis is to (a) analyze the Belgian and U.S. crime scene investigation system, (b) compare the two systems to one another, (c) discuss the weaknesses and strengths behind each system, and finally (d) come up with recommendations. Existing issues will also be evaluated and their impact will be discussed. To achieve the above mentioned goals, information was obtained through literature review and interviews with experts. During the interviews information (e.g. books), not available to the general public, was obtained. Crime scene investigation, for both the U.S. and Belgian system, can be divided into 5 different steps: the initial notification, the first response team, the investigation of the crime scene (documenting, collecting, and processing evidence), the analysis of collected evidence, and the autopsy. In both systems, first responders and emergency medical services will be the first actors present at the scene. Although most procedures and actors involved in the investigation of a crime scene are similar between the United States of America and Belgium, some differences cannot be overlooked. These differences are: the person in charge of completing the death certificate, determining whether or not jurisdiction is accepted, the educational background and composition of the crime scene team, the investigation of the deceased, the requirements needed to become a forensic pathologist, and the cases in which an autopsy is systematically performed. Comparing both crime scene investigation systems showed that each system has its own strengths, weaknesses, and issues. The comparison also showed that both systems can learn from one another, since the combination of already existing processes and procedures, from both crime scene investigation systems, was used to create an “ideal” crime scene investigation system.

On July 31st of last year, the Democratic Republic of the Congo held its first multiparty democratic elections in over forty years. These elections followed nearly half a century of the oppressive dictatorship of Mobutu Sese Seko, as well as a recent civil war. The Congo was first recognized as a cohesive land area during the 1884-85 Berlin West Africa Conference, which formally recognized King Leopold II of Belgium's hold over the economically strategic area. The Congo "Free State", as it became known, officially became a Belgian colony in 1908 when Leopold conceded personal administrative control to his country, and remained so until its independence in May of 1960, which involved the interests of many Western powers, including the United Nations. There is much debate on the influence of the West on the Congo's current instability, from Belgian colonial policy to Western interference in the years directly following Congolese independence. This thesis will attempt to prove the negative impact that the West has had on the current state of the Congo, and defend the Congolese against the argument that they in fact have promoted their own instability and could have effectively changed their own destiny. This will be accomplished through a multi-faceted analysis of Belgian educational policies, Western economic and political policies and influences, including sections on colonial influences and the secession of the province of Katanga, as well as an in depth analysis of the potential of Patrice Lumumba as a stable leader for the Democratic Republic of the Congo.

This thesis explores the films produced in the francophone Belgian region of Wallonia as a case study for the configuration of what will be termed a ‘transnational regional’ cinema. The first section of this dynamic is considered in relation to film and cultural policy, which problematizes the possible formation of a clearly delineated regional or ‘national’ cinema. This presupposes a reconfiguring of the transnational along the lines of the regional and the linguistic communities of Belgium, which, in essence, pertains to how production, distribution and exhibition mechanisms function within the devolved region of Wallonia. This section therefore focuses on film policy as well as a macro- and micro- economic analysis of the industry in order to consider the perceived imbalance between Belgian and French cinema. In the second half, the thesis develops a textual analysis of a series of case study films to consider how cultural film policy and francophone Belgian identity is imagined and then imaged on screen. The interplay between the transnational and the regional is then nuanced by the approaches to the ‘transnational regional’ aesthetic. This aesthetic includes the visualization of the rural and urban Walloon landscape in Eldorado (Bouli Lanners, 2008) and Ultranova (Lanners, 2006) and the ‘marked’ regional landscape in Cages (Olivier Masset-Depasse, 2006). The shift in location across the conterminous border with France due to the logic of film funding engenders the approach to the ‘marked’ regional space in Masset-Depasse’s film. The final chapter tracks this aesthetic through to the works of the Dardenne brothers and in particular Le gamin au vélo (Dardenne brothers, 2011) in order to approach the construction of a peripheral spatial formation through corporeal movements. This therefore necessitates a consideration of how the Dardenne brothers’ film chimes with waves of European filmmaking, thereby revealing a regional space that is conceptualized as de-centred.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Le présent travail enrichit la thématologie à un double niveau, à la fois par une réflexion méthodologique sur les différents modes de manifestation du thème, et par une meilleure connaissance d'un "mythe" littéraire précis, celui de sainte Marie-Madeleine, dont la vitalité ne laisse aucun doute, tant dans la fréquence de l'utilisation du personnage depuis deux mille ans, que dans l'originalité des interprétations, malgré d'inévitables redites et banalités. Sur la base d'une analyse minutieuse des différentes composantes du thème magdaléen dans la littérature franco-belge d'expression française après 1814, et des incarnations féminines qui s'en dégagent, cette thèse définit les contours du visage de la Madeleine de ces deux derniers siècles, et démontre la raison fondamentale de la permanence de la figure évangélique à travers les siècles : sa rencontre immédiate, et constante, avec le motif de la Femme dans la civilisation judéo-chrétienne.

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