Decolonizing French literary pedagogy through contemporary African Francophone texts:a study of Fatou Diome's Le ventre de l'atlantique and Ahmadou Kourouma's Allah n'est pas obligé

Abstract

This article examines the contribution of contemporary African Francophone literature to the decolonization of French literary pedagogy through a study of Fatou Diome's Le ventre de l'Atlantique and Ahmadou Kourouma's Allah n'est pas obligé. While French literary curricula have traditionally privileged metropolitan French authors, contemporary African Francophone texts offer alternative perspectives that reflect the historical, cultural, and social realities of postcolonial Africa. Drawing on Postcolonial Theory and Culturally Responsive Pedagogy, this study explores how the selected novels challenge Eurocentric literary paradigms and contribute to more inclusive teaching practices. Through qualitative textual analysis, the article demonstrates that both novels foster critical thinking, intercultural competence, and global awareness by engaging with themes such as migration, identity, war, and social inequality. The study argues that incorporating African Francophone literature into French literary education is essential for creating a more representative and decolonized curriculum.