100 years of evolution of geography textbooks for year 12 students in France : deep transformations in the relationship to school knowledge in geography
This study is an analysis of geography textbooks for year 12 students in France over a period of 100 years and focuses on their pedagogical evolution. It is based on the analysis of twenty-one textbooks published from 1905 to 2006. It aims to identify the main pedagogical models to which they belong. On the one hand, changes in textbooks are linked to the evolution of the French education system and on the other hand, to the evolution of students’ and teachers’ relationship to school knowledge in geography.