This article analyzes how the fundamental challenge of decolonization has resonated in history textbooks published in France since the 1960s. It therefore contextualizes textbook knowledge within different areas of society and focuses on predominant discourses that influenced history textbooks' (post)colonial representations in the period examined. These discourses encompass the crisis of Western civilization, modernization, republican integration, and the postcolonial politics of memory. The author argues that history textbooks have thus become media, as well as objects of an emerging postcolonial politics of memory that involves intense conflicts over immigration and national identity and challenges France's (post)colonial legacy in general.
The Franco-Prussian War in French History Textbooks, 1875–1895
In French history textbooks published after France's defeat in the Franco-Prussian War of 1870 to 1871, the presentation of the war and its outcome frequently include the myth of France's revanche and depictions of the Prussian enemy as barbarians. Other textbooks presented a narrative of progress in which the French Third Republic is shown as the endpoint of a process of advancing civilization. While the idea of a French revanche can be regarded as a founding myth of the Third Republic, the narrative of progress can be seen as an echo of this myth, cleansed of the concept of the enemy as barbarian, which constitutes a national master narrative.
French society is pluricultural and multireligious, and Islam is its second largest religion. For this reason, schools have to promote better understanding and greater tolerance among pupils. In this context, the history curriculum and history textbooks serve to de ne knowledge and historical memory. In this article, I will analyze the treatment of Islam and the Muslim world in a sample of French textbooks, and identify some of the bias and stereotypes they still convey. I will also explain how this depiction of Islam and the Muslim world has evolved over the last ten years.
Debates about little girls' loss of innocence, and the sexualization of girls have become an integral part of media in contemporary culture. Fashion advertising representing young girls and certain types of clothes are specifically prone to generate debates about sexualization. This article looks at the sexualization argument through two sets of fashion editorials, one in a December–January 2011 issue of French Vogue, and another in the December–January 1978 issue of the same magazine. The article exposes the problem of sexualization discourse that relates images to lived experiences of girls even though fashion advertising rarely, if ever, is interested in depicting reality. Sexualization is revealed to be a value statement—the Other of innocence which is set up as the norm. Furthermore, fashion photography is shown to be intertextual; images refer to other fashion photographs. In looking at these issues this article opens up space for discussing the visual and sartorial history of the sexual girl.
1980s, 1990s, and the Present Day
Béchir Oueslati, Marie McAndrew, and Denise Helly
This article examines the evolution of the representation of Islam and Muslim cultures in textbooks in Quebec. Results indicate signicant improvements in the new secondary school history textbooks, both quantitatively (for they contain more information about pillars, key concepts, and relations with Christianity and Judaism) and qualitatively (on account of their depth of coverage, fewer negative views than in the 1980s, and fewer factual errors than in the 1990s). The positive role played by Muslim scientists in preserving old knowledge and enriching is also recognized. However, textbooks still view Islam as a religion of submission, proscriptions, and forced conversion, failing to recognize the diversity within Islam and Muslim cultures.
Raymond Nkwenti Fru and Johan Wassermann
national identity and citizenship in Cameroon. However, this German Cameroonian national identity was disrupted with the defeat of Germany in the First World War, which resulted in the partitioning of the territory between Britain and France at Versailles
The Algerian War, French Textbooks and How Violence Is Remembered
French history textbooks occupy a pivotal position in the colonial fracture. They impart difficult knowledge about the Algerian War of Independence, knowledge that impacts the relationships between the communities of memory in France today. Textbook analysis has focused on their verbal content and, recently, in the work of Jo McCormack, on corresponding teaching practices. This article highlights graphic design as one layer of visual knowledge production and primarily contributes to the methodology of textbook analysis with an exemplary multimodal analysis. It reveals a hidden narrative about the postcolonial relationship that is not expressed in words.
This article argues that the symbolic borders of Europe and the existence of external Others have been at times more important than Europe's center or its actual physical boundaries, especially during the first decades after the foundation of the European Communities. Analyzing textual and visual sources taken from some ninety French, Italian, and German history textbooks published between 1950 and 2005, the various sequences in which European integration has been constructed are highlighted. Communism, the first external Other, provided the first minimum common denominator for a nascent political Europe. It was not until the end of the Cold War that a projection of a distinct European identity appeared. Nevertheless, the role of new external Other(s) remains important for the evolution of the discourse of a European identity. This article draws attention to the Others, seeking to embed the Others' perspective in narratives of Europe.
The Voice of Real Girls
Authentik: Th e voice of real girls—a for-girls-and-by-girls Quebec-based English magazine—has just released its first issue. Th e publication, which is distributed across the province,1 a joint initiative of Maison des Jeunes Bordeax-Cartierville and Laval Liberty Community Learning Centre, is funded in part by Canadian Department of Heritage, Th e Solstice Foundation and Caisse Desjardins de Chomedy. Th e English edition follows in the footsteps of the award winning French language publication—Magazine Authentik—which is now in its third year.2 Th e goal of the magazine is to encourage critical thinking, selfesteem and creative expression among girls between 12 and 17 years of age. Th is youth-based, participatory publication focuses on creating a platform from which girls can work together as agents of change and create something that can have a positive infl uence in their lives and in the lives of other girls. “We all did bits and pieces and we took all the pictures,” said 17 year-old Joanne.
Amina Triki-Yamani, Marie McAndrew, and Sahar El Shourbagi
Perceptions of the Treatment of Islam and the Muslim World in History Textbooks by Secondary School Teachers in Quebec
This article focuses on the ways in which Francophone Quebecois secondary 1 and 2 junior high school teachers adapt and transmit the treatment of Islam and the Muslim world in textbooks used for history and citizenship education. The authors focus on the teachers' capacity to identify factual errors, stereotypes or ethnocentric biases concerning these questions. In order to do this, they analyze fourteen semi-structured interviews carried out with teachers on the island of Montreal, considering dimensions and indicators that relate to their relationship to the formal curriculum, as well as to scholarly and social knowledge of these issues. At the same time, we consider their relationship to the real curriculum or to scholarly knowledge as these are transmitted in real-life learning situations.
French Notre article porte sur la manière dont les enseignants du premier cycle du secondaire québécois francophone s'approprient et transmettent le traitement de l'islam et du monde musulman dans le matériel didactique de la discipline d'histoire et d'éducation à la citoyenneté et plus particulièrement, sur leur capacité à identi er les erreurs factuelles, les stéréotypes ou les biais ethnocentriques concernant ces questions. Pour ce faire, nous avons relevé, dans l'analyse des quatorze entretiens semi-directifs menés auprès d'enseignants de l'Ile-de-Montréal, les dimensions et indicateurs portant, d'une part, sur leur rapport au curriculum prescrit, et plus précisément sur leur rapport aux savoirs scolaires, sociaux et parfois de référence sur ces enjeux, et, d'autre part, sur leur rapport au curriculum réel ou aux savoirs scolaires tels que transmis en situation réelle d'apprentissage.