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The endeavour to integrate Jewish Literature in current curricula brought to mind a famous and successful writer whose factual life and literary works embody and exemplify many of the issues related to the subject at hand. I am referring to Shatan Bogat, aka Fosco Sinebaldi, aka Émile Ajar. Born in 1914 in Vilna to Russian parents who separated in his childhood, Roman Kassev, as he was called at birth, arrived in Nice at the age of 14, driven there by his fervently Francophile mother, who was convinced France was the only place that could promote her son’s obvious talents. A somewhat nightmarishly archetypal Jewish mother, Mina Kassev destined her son to become a “Victor Hugo,” a “D’Annunzio,” a hero and a French ambassador. Happy to comply, Roman would seek a suitable pen name for his literary career, and ultimately change his name to Romain and then to Romain Gary, the most famous of his many pseudonyms. He would become a French consul to several countries, having been awarded the prestigious medal of the Compagnons de la Liberation by the hands of Charles de Gaulle himself for his bravery in battle as an RAF navigator in WWII, fighting as part of the free French, in the “Lorraine” squadron. During the war, he would also start his formal career as a writer. In fact, he would become the only French writer to win the most lucrative Goncourt prize not once, as the prize regulations stipulate, but twice: as Romain Gary, for his novel Les raciness du ciel, published in 1956, and for the novel La vie devant soi, published in 1975, under the name of Émile Ajar. It is only after his suicide, on the 2 of December 1980, that his literary confession was published, officially revealing the connection between Gary and Ajar, to the stupefaction of the great majority of his readers. Despite his many achievements, Gary was a kind of underdog. A foreigner and a Jew to boot, he was hailed but also classified immediately upon the publication of his first novel, L’ education Européenne, written during the war and first published in English in 1944. The novel depicts the struggle for survival of a Jewish child in WWII, amidst Polish partisans fighting the Nazis in the woods around Gary’s native town. Gary’s otherness was thus established. This distinction, purposefully underlined by Gary’s ambiguous attitude towards his own Jewishness, constituted one more building block of his constructed self. On the one hand, he claimed (though this was not corroborated factually) that the Israeli listing of Who’s Who in World Jewry refused him an entry since he

Ways to integrate Jewish Literature into the Broader Context of Academic Teaching