Canon Matters: The (De)Construction of a Modern French Studies Curriculum

What are the curricular implications of the explosion of the canon for
literary-cultural studies? For the influential critic Harold Bloom, the
" expansion of the Canon has meant the destruction of the canon, since what
is being taught includes by no means the best writers who happen to be
women, African, Hispanic, or Asian, but rather the writers who offer little
but the resentment they have developed as part of their identity" (The
Western Canon: The Books and School of the Ages, 1994, 6-7). In response to
Bloom's notably defensive stance, panelists will reflect on the theory and
practice of constructing a modern French studies curriculum for
undergraduate and graduate programs. In what way(s) does the notion of
" canon" matter in our curricular choices? How do we as language and
literature professors adapt our course syllabi and examination reading
lists (when required) to the possibilities of revising the canon? What
criteria do we employ to decide on devoting precious class time to the
chestnuts of the 19th century vs. less-read, yet important texts?