As scholars of French and Francophone Studies (FFS), our collective expertise encompasses a vast array of topics and methodological approaches. Too often, however, we write only for our peers, thereby neglecting opportunities and responsibilities to engage broader audiences. I advocate in this article for increasing the overlap between FFS, public humanities, digital humanities, and K-12 education, with a particular emphasis on the latter. In doing so, we can contribute to valorizing FFS, strengthen ties with our K-12 colleagues, inspire young people to pursue FFS in college, and promote intercultural understanding.
Contemporary French and Francophone Narratology
