 Quebec school geography since the Quiet Revolution 
This paper discusses the evolution of the Quebec geography textbooks produced since 1957, using the concept of “textbook system”. This framework conceptualizes the textbook as the product of a complex set of social, institutional, economic, and political dynamics. Three periods can be established by looking at publishing patterns, the authors’ typical profile, the structural relationship between curriculums and textbooks, the evolutions of geography’s definition and content, and the geographic and social representations employed. The first period (1957–1980) belongs to the academic geographers and classical geography and shows a transition in terms of territorial representations in the province of Quebec. The second period (1980–2005) is defined by the teachers of a so-called experimental geography and by analyzing Quebec through its economic development and its position as a nation. The third period (2005–Present) is one of educational science and is focused on a territorial approach and geographical representations wavering between fragments and diversity.