DES MANUELS SCOLAIRES AU SERVICE DU SONDERFALL HELVÉTIQUE (1911-2011)
Keywords:
history, textbooks, discourse analysis, democracy, links between education and democracy, citizenship, social justice, teacher training, critical research perspectivesAbstract
Dans le dernier quart du 19e siècle, les forces politiques bourgeoises au pouvoir en Suisse construisent une conception du monde helvétique évacuant la conflictualité de classe. Pour leur part, les manuels d’histoire du primaire et du secondaire du canton de Vaud offrent un laboratoire privilégié concernant le fonctionnement et la construction de ce discours. Ce Sonderfall helvétique (exception suisse) trouvera sa forme canonique à la fin des années 1930. Remis en cause brièvement, dans les manuels scolaires, à partir de la fin des années 1970, il retrouvera de la vigueur dès le début des années 1990. L’étude des légendes nationales permet d’observer le fonctionnement de ce discours, vecteur important de notre psyché collective qui nous empêche d’aborder sereinement nos rapports avec le monde extérieur.
TEXTBOOKS AT THE SERVICE OF THE SWISS SONDERFALL (1911-2011)
In the last quarter of the 19th century, the Swiss ruling bourgeoisie constructed a conception of Swiss society eliminating class conflict. For their part, history textbooks for primary and secondary levels in the canton of Vaud offer a privileged laboratory from which we can study the operation and construction of this discourse. This Swiss Sonderfall (Swiss exception) took on its canonical form at the end of the 1930s. Briefly called into question in textbooks by the end of the 1970s, this discourse regained its strength at the beginning of the 1990s. The study of national legends enables us to observe the functioning of this discourse, a significant vector of our collective psyche that prevents us from calmly discussing our relationship with the outside world.
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