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.