French teachers’ relationship to comics at the high school level in French-speaking Switzerland: Interacting conceptions and practices
The aim of this contribution is to examine the relationship between French high school teachers in French-speaking Switzerland and comics (bandes dessinées). Collaborative research, carried out with four participants, highlighted the evolution of this relationship at the different stages of a collaborative initiative centred on planning and implementing a teaching sequence on comics. This article examines interrelationships between the different levels and dimensions of the relationship to comics, and in particular the discrepancies that emerge, for example between the personal and didactic levels, or between the affective, praxeological and conceptual dimensions. Examination of these interrelations leads to a formalization of the notion of “relationship to comics.”