Brittany and the French State: Cultural, Linguistic, and Political Manifestations of Regionalism in France DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Elizabeth C. Bishop, M.A. Graduate Program in French and Italian The Ohio State University 2010 Dissertation Committee: Professor Jean-François Fourny, Advisor Professor Judith Mayne Professor Jennifer Willging Copyright by Elizabeth C. Bishop 2010 Abstract This dissertation is an exploration of regional identity and regional activism, primarily in the context of Brittany. It begins with a background discussion of the Third Republic and opposing political views on the regional languages and cultures of France that emerged during this period. The formation of regional consciousness and the evolution of the Breton language are two issues whose exploration will contribute to an understanding of contemporary Breton regional activism. Analyses of migratory movements, regional stereotypes, and symbolic regional cultural activities will provide a framework by which to explore the formation of regional consciousness. An examination of the vitality, or lack thereof, of the Breton language in France will follow, aided by a comparison of its status with that of other Celtic languages in the United Kingdom and Ireland. A discussion of the ethnic minority group of individuals of North African origins living in France will provide a unique comparison with the regional minority of Brittany. Additionally, an exploration of current political reactions to the immigrant presence in France will reveal that the question of regional identity has resurfaced in an emerging political movement of the extreme right. This dissertation will illustrate that regionalism in France today has a direct impact on the cultural, linguistic, and political landscape of France and that the study of French regionalism provides insight into the preciously guarded values and institutions of the Republic. Broad themes that will guide this analysis will be the effects of nation- ii building on the peoples of France; the influence of minority groups on French national identity and the tension between Republican ―universalism‖ and minority rights; and the education system as a microcosm of French society regarding these issues. iii To Keith iv Acknowledgments I wish to thank my advisor, Jean-François Fourny, for his feedback and support throughout my work on this project. His insights into such a wide variety of topics never ceased to amaze me. Thank you also to my committee member, Jennifer Willging, for her valuable feedback on my dissertation draft. I am grateful to Melanie Bostrom for creating the maps of Brittany found in chapter 3. A special thank you goes to Kelly Campbell for her support as a colleague, but more importantly for her friendship. Every stage of my graduate career was brightened by her companionship. I am most indebted to my family for their encouragement, especially to my husband Keith, to whom I dedicate this work. His constant support and sacrifice allowed me to accomplish this momentous goal. Thanks also to James, who kept me company through much of my writing. v Vita July 2, 1980 ....................................................Born – St. Charles, Illinois 2002................................................................B.A. French, Denison University 2005................................................................M.A. French, The Ohio State University Fields of Study Major Field: French and Italian Studies in: French Cultural Studies, Twentieth Century French Literature, French Cinema vi Table of Contents Abstract ............................................................................................................................... ii Acknowledgments............................................................................................................... v Vita ..................................................................................................................................... vi List of Figures .................................................................................................................... ix Introduction ......................................................................................................................... 1 Chapter 1: Regionalism and Politics during the Third Republic ...................................... 12 1.1 Precursors of the Third Republic ............................................................................ 14 1.2 The Republicans ...................................................................................................... 17 1.2a Education Reform ......................................................................................... 19 1.2b Education Reform in Brittany ....................................................................... 26 1.3 The New Right ........................................................................................................ 29 1.3a Maurice Barrès .............................................................................................. 32 1.3b Charles Maurras and the Action Française ................................................... 38 1.3c Brittany and the New Right........................................................................... 43 1.3d Early Breton Political Regionalism .............................................................. 46 Chapter 2: Regional Consciousness in Brittany................................................................ 53 2.1 Migratory Movements ............................................................................................. 56 2.2 Regional Stereotypes ............................................................................................... 61 2.2a Bécassine ....................................................................................................... 65 2.2b Reactions to and Effects of Bécassine .......................................................... 75 vii 2.3 Cultural Renaissance and the Emsav ....................................................................... 78 2.3a Cultural Renaissance ..................................................................................... 78 2.3b Alan Stivell ................................................................................................... 81 2.3c Politics of the Emsav ..................................................................................... 91 Chapter 3: The Breton Language and Efforts for Revival ................................................ 98 3.1 The Breton Language ............................................................................................ 100 3.2 Learning Breton..................................................................................................... 104 3.2a Adults .......................................................................................................... 104 3.2b Bilingual Schooling .................................................................................... 109 3.2c Diwan .......................................................................................................... 114 3.2d Comments on Breton Schooling ................................................................. 121 3.3 Comparison with other Celtic Languages ............................................................. 125 3.4 Regional Languages and the French Constitution................................................. 134 Chapter 4: A New Minority in France and Political Reaction ........................................ 140 4.1 Arabic in France .................................................................................................... 142 4.1a Arabic in schools ......................................................................................... 145 4.1b Comparison of Breton and Arabic languages ............................................. 149 4.2 Islam in France ...................................................................................................... 151 4.2b Comparison of Diwan and Muslim schools ................................................ 159 4.3 Immigration and French National Identity ............................................................ 161 4.4 Immigration, National Identity, and Politics ......................................................... 164 Conclusion ...................................................................................................................... 179 Bibliography ................................................................................................................... 190 viii List of Figures Figure 1: Caumery, and J.-P. Pinchon. Cover. Bécassine à Clocher-les-Bécasses. Paris: Éditions Gautier-Languereau, 1935. ..................................................................................71 Figure 2: Modern departments of the traditional province of Brittany ............................101 Figure 3: Traditional pays of Brittany .............................................................................106 Figure 4: The Gwenn ha du .............................................................................................107 ix Introduction Signs of regional cultures and languages are visible in France if one simply pauses to take note. Regional languages can be found on bilingual road signs and in immersion schools throughout the country. A fidelity to regional cultural