The contemporary mutation of the concept of region in geography textbooks and its impact on the socio-geographic representation of the Quebec space
School textbooks are more than just a platform for a discipline. They are tools of the first order in the exercise of cultural mediation underlying the teaching of geography and, consequently, a privileged space for the production and reproduction of representations. In Quebec given that the teaching of geography underwent conceptual transformations during the second half of the twentieth century, we can ask ourselves how it has conditioned the ways of thinking geographically about Quebec. By analyzing a sample of French geography textbooks published in Quebec between 1957 and 2005, we are led to believe that the reassessment of the theoretical content of the concept of the region (from a geographic-historical perspective to a political-administrative unit), combined with its recent replacement by the concept of territory, impacts the representation of Quebec and its regions.