Past and current trends in the analysis of textbooks in a Quebec context

Abstract

This article draws from two research programs on the use of textbooks for a variety of school subjects by elementary-school teachers in Quebec. Highlighting the main analytical orientations pertaining to textbooks both in Quebec and elsewhere, it first distinguishes between textbooks and schoolbooks, and then presents the importance and the role that textbooks, in Quebec elementary teaching, have had over the past 40 years. Lastly, the article portrays the state of research on textbooks, unveiling the need for a comprehensive, situated approach in research on textbooks, as well as work focused on how teachers use them and on the impact of this use on both practice and learning. © 2002 by The Ontario Institute for Studies in Education.