Using Foucault’s notion of a dispositif or social apparatus, this thesis charts the pedagogical relations established in contemporary literacy discourse in terms of a space of visibility and a form of sayability, and analyses them as operating within power-knowledge. It furthers this analysis by conceptualising the space of literacy as a normative heterotopia and as a recent mutation of bio-power, the government of the developing body. Such analysis problematises the discourse of literacy, from the term’s systematic indefiniteness to its real effectivity in producing subjects, spaces and disciplinary techniques. Literacy combines and interrelates a nineteenth-century establishment and a twentieth-century rearrangement of pedagogical space. The national language, the developing child, as well as the world of demands and national progress: all emerge as part of the nineteenth-century educational state, forming a set of disciplinary procedures, a structure of perception and a desire to recognise and utilise language development. Literacy discourse appropriates these knowledges and multiplies the sites in which they operate. It articulates the recognition and enablement of non-standard literacies with the governmental project of intensifying and directing the powers of a population. The pedagogical relations operationalised in literacy discourse project a continuous disciplinary power over a general social space. Thus, literacy has become both a common and much theorised social concern, and a term which structures lives, spaces, discourse and power. / Beginning with a close analysis of a recent education policy document, this thesis looks at the deployment of literacy as a way of organising experience through discourse and as a means of modulating the relations between three historically constituted terms: the student, the text, and the world. Schooling and literacy thus insert themselves into a machinery of social production and into the production of everyday concerns and processes. Consequently, literacy enters into our most material and non-linguistic moments through a teleological arrangement of time and space, a pedagogisation which is at the same time a textualisation of existence.

Cette étude présente l'un des parcours possibles d'analyse comparée sur la création poétique de la deuxième moitié du XXème siècle, en tâchant, sous l'égide de la notion de non-dualisme, de parvenir à la formulation de concepts qui puissent contribuer à redéfinir les épistémologies d'action propres à la poésie des années 1960-80 mais aussi, en perspective, de l'extrême contemporain. Cette approche de littérature générale nous amène à étudier des ouvrages d'auteurs hétérogènes, relevant du domaine moderniste francophone (Jean Daive, Michel Deguy, André du Bouchet, Denis Roche, Claude Royet-Journoud, etc.), germanophone (Paul Celan), et italien (Antonio Porta, Andrea Zanzotto, etc.), ainsi que de la poésie sonore (Bernard Heidsieck, Henri Chopin, Ernst Jandl, etc.) et de la poésie concrète, conceptuelle et minimaliste d'aire euro-américaine (Vito Acconci, Robert Barry, Aram Saroyan, etc.), dans la conscience qu'une proposition de théorie de la poésie ne saurait être formulée sans rendre compte des entrecroisements entre de multiples pratiques qui résultent, d'après l'étude des textes, étroitement reliées. Étant donnée la perspective théorique qui caractérise cette thèse, une attention particulière est consacrée aux interactions entre poésie, poétique et philosophie, la French Theory d'une part et la pensée de Wittgenstein de l'autre constituant les deux apports principaux pour la formulation des concepts proposés. Cette étude souhaite enfin offrir une proposition alternative de théorie de la poésie moderne, et elle est par conséquent en dialogue critique avec d'autres approches de ce genre, notamment celles de Jean-Marie Gleize, de Michael Hamburger et d'Henri Meschonnic. / This study proposes a comparative analysis of the poetry of the second half of XXth century. It aims, through the notion of non-dualism, to formulate concepts able to redefine the epistemologies of action of poetry from the 1960s to the 1980s but also, in a general perspective, of contemporary poetry. As a typical approach in general literary studies and literary theory, this thesis investigates the work of heterogeneous authors, with a focus on French (Jean Daive, Michel Deguy, André du Bouchet, Denis Roche, Claude Royet-Journoud, etc.), German (Paul Celan) and Italian modernism (Antonio Porta, Andrea Zanzotto, etc.), as well as sound poetry (Bernard Heidsieck, Henri Chopin, Ernst Jandl, etc.) and Euro-American concrete, conceptual and minimalist poetry (Vito Acconci, Robert Barry, Aram Saroyan, etc.). This choice is due to the scientific awareness that a proposition of a theory of poetry has to be formulated all the way through multiple approaches that result, thanks to text analyses, as deeply intertwined. Given the theoretical perspective of this dissertation, a specific attention is brought on the interactions among poetry, poetics and philosophy, French Theory and Wittgenstein being the two main inputs. Finally, this thesis wishes to offer an alternative proposition for a modern theory of poetry and it is therefore in a constant critical dialogue with other studies of the same genre, such as those of Jean-Marie Gleize, Michael Hamburger and Henri Meschonnic.