Dr. Magally Constant’s research activities are in the area of language and cultural teaching/learning. She is particularly interested in the appropriation of the second language in contexts marked by colonization. His work has focused on how the positioning of the locutors can influence their appropriation and how historical or cultural superstructures inherited from colonization continue to arbitrate the relationship between the second language considered as a colonial language and the first language considered or experienced as the language of identity.

Initially working in a Creole-speaking context where the language of identity is mostly oral, Dr. Constant was led to consider the problem of literacy in connection with the works on the anthropology of writing, in teaching/learning French as a second language in a plurilingual environment, the preservation of cultural identity and the issue of cultural appropriation. Today, she addresses the issue of indigenization and/or decolonization of education through the Haitian context. She proposes a critical rereading of the sociolinguistic and socio-anthropological situation in Haitian by asking the question of what an adequacy of the Haitian school with the socio-cultural reality in which it evolves could be. To perform this rereading, she refers to the perspectives of Roger Bastide (1970) and Edouard Glissant (2009). Roger Bastide for his dialectical approach between social and cultural, and more specifically to this characteristic specific to post-colonial black societies to adapt culturally according to the socio-political issues they face. Edouard Glissant for his philosophy of relationship and his conception of Creole identity as rhizome and not root. 

She is interested in making connections with those main research interests with the writings on posthumanism.

Teaching