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.
The Algerian War, French Textbooks and How Violence Is Remembered
Tracking of and Teaching through the On-Field Language Practices of Australian Indigenous Boys
David Caldwell, Nayia Cominos, and Katie Gloede
story about an AFL match involving a local team. There is a link to the webpage, and the teacher guides the students through a multimodal deconstruction of the text, identifying key points in its structure ( Figure 3 ). Figure 3 Multimodal analysis of an