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Syftet med denna studie är att bidra med kunskap om vilka förmågor och kunskaper som grundskollärare inom SO-ämnena anser är viktiga att främja genom undervisning för hållbar utveckling, i år 4–6. Syftet är vidare att belysa hur de beskriver att deras undervisning skapar möjlighet för eleverna att utveckla dessa kunskaper och förmågor. Det ingår i skolans uppdrag att förmedla kunskap och respekt för vår gemensamma miljö. Forskning som berör hållbar utveckling och undervisning i skolan har historiskt sett främst genomförts med inriktning på förskolan, grundskolans senare år och gymnasiet. Inom årskurs 4–6 är forskningen begränsad, vilket är en anledning till att denna studie genomförts. De tre selektiva miljöundervisningstraditionerna; den faktabaserade, den normerande och den pluralistiska används som ett teoretiskt ramverk för denna studie. Genom en kvalitativ undersökning i form av semistrukturerade intervjuer av sju behöriga SO-lärare i årskurs 4–6 besvarade studiens tre forskningsfrågor. En tematisk analys genomfördes på det insamlade materialet och resulterade i tio teman som sorterades in under överrubriker. Resultatet visade att faktakunskaper, medvetenhet, framtidstro och en förhoppning om att så ett frö för framtiden är något som lärarna vill ett deras elever ska få med sig. Att utgå från samtal, diskussioner och temaarbeten var metoder som ansågs kunna möjliggöra att eleverna får med det som lärarna anser viktigt. Elevers värderingar, tidsbrist och anpassning av innehåll utifrån elevernas ålder ansågs försvåra undervisningen. Trots dessa svårigheter är detta ett ämne som engagerar många elever, vilket ses som en möjlighet i undervisning för hållbar utveckling. Slutligen konstateras att de slutsatser som dras i forskning för hållbar utveckling inte alltid verkar överensstämma med läroplanens innehåll vilket i förlängningen påverkar både undervisningen och vad eleverna får med sig från undervisning för hållbar utveckling. / The purpose of this study is to contribute knowledge about which abilities and knowledge social science teachers in primary school consider important to promote through teaching for sustainable development, in grades 4–6. The purpose is further to highlight how they describe that their teaching creates opportunities for students to develop these skills and abilities. One way to enable action is through education. It is also part of the school's mission to convey knowledge and respect for our common environment. Historically speaking, research concerning sustainable development and teaching in schools has mainly been focused on pre-school, the later years of compulsory school and upper secondary school. Within grades 4-6, research is limited and that is one reason that lies behind this study. The three selective environmental education traditions; the fact-based, the normative and the pluralistic were used as a theoretical framework for this study. Through a qualitative investigation in the form of semi-structured interviews of seven qualified social science teachers in grades 4-6 from four different municipalities, the study's three research questions were answered. A thematic analysis was carried out on the collected material and resulted in ten themes. The themes were sorted under three headings. The result showed that factual knowledge, awareness, faith in the future and a hope to plant a seed for the future are some things that the teachers want their students to develop. Conversations, discussions and theme work were methods considered to enable the students to develop what the teachers considered important. Pupils' values, lack of time and adaptation of content based on the pupils' age were considered challenges. Despite these challenges, sustainable development engages many students, which can be seen as an opportunity in teaching for sustainable development. Finally, it is stated that conclusions drawn in research for sustainable development do not always seem to correspond with the content of the curriculum. Which in the long run affects both how teachers chose to teach for sustainable development and what students learn from it.

This is a qualitative interpretive study undertaken through a case study design. The study was carried out to investigate the responsiveness of Social Studies teacher training curriculum towards democratic citizenship education (DCE) with two colleges of education (primary) in Botswana, and the University of Botswana. The following instruments were used as a means to gather data: individual interviews, group interviews, qualitative-questionnaire and document analysis. The participants for the study were drawn from colleges of education Social Studies lecturers and student-teachers with Social Studies as a major subject and the University of Botswana lecturers in the Faculty of Education. The study was inspired by the quest for democratisation of the school system in Botswana through a responsive curriculum. Botswana is dubbed a shining example of democracy, yet active participation of citizens in the national agenda is far to be admired. The best genesis for this enormous task is with teacher training because teachers play a pivotal role in transforming the society through the diffusion of requisite knowledge, skills, behaviours and attitudes. Thus, this argument positions this study to explore the responsiveness of teacher training curriculum at primary teacher training colleges towards DCE. This study was informed by the constructivist perspective on education and teaching. Constructivism is defined by Darforth and Smith (2005) as a broad set of interrelated theories that suggest that knowledge is human creation. This means that, the ideas, attitudes and practices referred to as constructivism are about how humans who learn by building knowledge cooperatively through social interaction and application of prior knowledge in a continual interpretation of ongoing experiences. Moreover, this explains that people explore events and environments, interact among themselves and confront situations and challenge they encounter. The findings of the study show that the teaching of DCE at colleges of education has not been successful as was expected. Firstly, according to the participants, the curriculum does not have adequate content on DCE. Secondly, the values of DCE which are capable of developing student-teachers to be effective citizenship education teachers are not well included in the syllabus. Thirdly, college lecturers believe in active methods of teaching for DCE but perform the opposite in their classes. Lastly, colleges have a lot of challenges that hamper effective transmission of DCE. These range from lack of appropriate educational material for DCE to college leadership that does not recognise the voices of the students in decision making. This study, however, recognises efforts made by colleges to train formidable Social Studies teachers for the transmission of DCE. The study elevates an argument that in-service teachers need support in their effort to transmit DCE to pupils in primary schools. Thus, in the light of the pervasive influence of findings from this study I recommend that policy makers and curriculum planners should consider updating lecturers about the type of Social Studies teacher they are expected to produce. Also I recommend that colleges should review their study materials to align them to the ideals of DCE, with a view to fill the gaps and deficiencies that exist in some topics. Lastly, the study concludes by raising an essential argument that with the current teacher training curriculum and classroom atmosphere in colleges of education, Botswana’s goal of training effective and functional citizenry is an illusion. / Curriculum and Instructional Studies / D. Ed. (Curriculum studies)

La présente étude constitue une analyse comparative de discours qui articulent la problématique de l’héritage coloniale et des réclamations autochtones au Chili et au Canada : des livres de texte de sciences sociales, des discours d’opinion et des discours autochtones. Nous proposons que les similitudes surprenantes qui ont été révélées par les contextes nationaux canadiens et chiliens peuvent être expliquées, en partie, par leur articulation avec le discours globalisé de la modernité/colonialité. D’une part, les textes scolaires et les discours d’opinion font circuler des éléments discursifs de la modernité, tout en reproduisant des formes de savoir et de dire coloniaux. D’autre part, les discours autochtones se ressemblent entre eux dans la mesure où ils interpolent la modernité/colonialité transformant ainsi les termes d’engagement interculturel. Bien que les états canadiens et chiliens renforcent leur engagement à l’égard de la réconciliation avec les Autochtones durant les dernières décennies, les conflits interculturels continuent à se produire en impliquant toujours les mêmes acteurs : l’état, différents peuples autochtones, des entreprises privées, ainsi que des membres de l’élite intellectuelle, politique et patronale. En prenant en compte cette situation, l’objectif de cette thèse vise à mieux comprendre pourquoi ces conflits, loin d’être résolus, continuent à se reproduire. Dans ces deux pays, la problématique des conflits interculturels est fondamentalement mise en rapport avec la question des droits territoriaux et, par conséquent, sont inséparables de la question de l’héritage coloniale des états nationaux canadien et chilien. Pourtant cette dimension coloniale des conflits a tendance à être cachée autant par la rhétorique multiculturelle du discours national que par les polarisations produites par l’opinion publique, lesquelles ont l’habitude d’encadrer la problématique par des notions binaires, telles que « civilisation/barbarie » ou « authenticité/illégitimité ». De plus, on peut considérer l’ouest du Canada et le sud du Chili comme étant des contextes comparables, puisque ceux-ci ont été colonisés avec la base du discours moderne du progrès et de la civilisation, qui a servi à légitimer l’expansion de l’état national au dix-neuvième siècle. Cependant, il n’existe que très peu d’études qui comparent les productions discursives relatives aux relations interculturelles entre Autochtones et non Autochtones dans les contextes canadiens et chiliens, possiblement à cause des différences linguistiques, sociohistoriques et politiques qui paraissent insurmontables. / The present study constitutes a comparative analysis of discourses that articulate issues related to both Indigenous land claims and the colonial legacy of Chile and Canada. Specifically, we analyze social science textbooks, opinion discourses and Indigenous discourses. Our analysis shows that there are striking similarities between the Canadian and Chilean national contexts. We propose that these can be explained, in part, by their relationship with the global discourse of modernity/coloniality. On the one hand, textbooks and opinion discourses circulate discursive features of modernity, thus reproducing colonial forms of knowledge and speaking. On the other hand, the Indigenous discourses we exam seem to resemble each other to the extent that they interpolate the discourse of modernity/coloniality, thereby transforming the terms of intercultural engagement. Despite efforts, in recent decades, by the Canadian and Chilean states towards reconciliation with Indigenous peoples, social conflicts persist, involving the same actors as always: the state, different indigenous communities, private companies, and intellectual, political and business elites. In light of this situation, this thesis aims to better understand why these conflicts, far from being resolved, continue to occur. In these two countries, the issue of intercultural conflict primarily invoves the question of land rights. In this sense, the reproduction of conflict is inseparable from the colonial legacy of the Canadian and Chilean national states. This colonial dimension of conflict, however, is usually made obscure by both the multicultural rhetoric of national discourse and the polarizations produced by public opinion discourses, both of which tend to frame the question of land rights in terms of binary notions, such as “civilization/barbarism”, or “authenticity/illegitimacy.” Furthermore, western Canada and southern Chile can be considered comparable contexts, as they were colonized on the basis of the modern discourses of progress and civilization, which served to legitimize the expansion of the nineteenth-century nation state. However, there are few studies comparing the discursive productions related to the intercultural relationship between Indigenous and non-Indigenous Canadians and Chileans. This is perhaps due to a perception of insurmountable linguistic, socio-historical and political differences between the two countries. / El presente estudio constituye un análisis comparado de discursos que articulan la problemática de la herencia colonial y de los reclamos indígenas en Chile y Canadá: libros de texto de ciencias sociales, discursos de opinión y discursos indígenas. Ahí se plantea que las similitudes sorprendentes que se han encontrado entre los contextos nacionales canadienses y chilenos pueden ser explicadas por su articulación con el discurso globalizado de la modernidad/colonialidad. Por un lado, los textos escolares y los discursos de opinión hacen circular rasgos discursivos de la modernidad, reproduciendo formas de saber y de decir coloniales. Por otro lado, los discursos indígenas se parecen entre sí en la medida en que interpolan la modernidad/colonialidad, transformando así los términos del compromiso intercultural. A pesar del esfuerzo de reconciliación de los estados canadiense y chileno con los pueblos indígenas en las últimas décadas, siguen produciéndose conflictos sociales, involucrando a los mismos actores de siempre: el estado, distintos pueblos indígenas, las empresas privadas y la elite intelectual, política y empresarial. Teniendo en cuenta esta situación, el objetivo de esta tesis apunta a entender mejor por qué estos conflictos, lejos de resolverse, continúan reproduciéndose. En estos dos países, la problemática de los conflictos interculturales está relacionada fundamentalmente con la cuestión de los derechos territoriales y, en consecuencia, son indesligables de la herencia colonial de los estados nacionales canadiense y chileno. Esta dimensión colonial de los conflictos, sin embargo, suele ser ocultada tanto por la retórica multicultural del discurso nacional como por las polarizaciones producidas por la opinión pública, las cuales tienden a enmarcar la problemática según nociones binarias, como la de “civilización/barbarie”, o “autenticidad/ilegitimidad”. Además, el oeste de Canadá y el sur de Chile pueden considerarse comparables, ya que fueron colonizados sobre la base del discurso moderno del progreso y la civilización, el cual sirvió para legitimar la expansión del estado nacional decimonónico. A pesar de esto, existen pocos estudios que comparen las producciones discursivas de las relaciones interculturales entre indígenas y no indígenas en los contextos canadienses y chilenos, posiblemente debido a las diferencias lingüísticas, sociohistóricas y políticas que parecieran insuperables.

This is a qualitative interpretive study undertaken through a case study design. The study was carried out to investigate the responsiveness of Social Studies teacher training curriculum towards democratic citizenship education (DCE) with two colleges of education (primary) in Botswana, and the University of Botswana. The following instruments were used as a means to gather data: individual interviews, group interviews, qualitative-questionnaire and document analysis. The participants for the study were drawn from colleges of education Social Studies lecturers and student-teachers with Social Studies as a major subject and the University of Botswana lecturers in the Faculty of Education. The study was inspired by the quest for democratisation of the school system in Botswana through a responsive curriculum. Botswana is dubbed a shining example of democracy, yet active participation of citizens in the national agenda is far to be admired. The best genesis for this enormous task is with teacher training because teachers play a pivotal role in transforming the society through the diffusion of requisite knowledge, skills, behaviours and attitudes. Thus, this argument positions this study to explore the responsiveness of teacher training curriculum at primary teacher training colleges towards DCE. This study was informed by the constructivist perspective on education and teaching. Constructivism is defined by Darforth and Smith (2005) as a broad set of interrelated theories that suggest that knowledge is human creation. This means that, the ideas, attitudes and practices referred to as constructivism are about how humans who learn by building knowledge cooperatively through social interaction and application of prior knowledge in a continual interpretation of ongoing experiences. Moreover, this explains that people explore events and environments, interact among themselves and confront situations and challenge they encounter. The findings of the study show that the teaching of DCE at colleges of education has not been successful as was expected. Firstly, according to the participants, the curriculum does not have adequate content on DCE. Secondly, the values of DCE which are capable of developing student-teachers to be effective citizenship education teachers are not well included in the syllabus. Thirdly, college lecturers believe in active methods of teaching for DCE but perform the opposite in their classes. Lastly, colleges have a lot of challenges that hamper effective transmission of DCE. These range from lack of appropriate educational material for DCE to college leadership that does not recognise the voices of the students in decision making. This study, however, recognises efforts made by colleges to train formidable Social Studies teachers for the transmission of DCE. The study elevates an argument that in-service teachers need support in their effort to transmit DCE to pupils in primary schools. Thus, in the light of the pervasive influence of findings from this study I recommend that policy makers and curriculum planners should consider updating lecturers about the type of Social Studies teacher they are expected to produce. Also I recommend that colleges should review their study materials to align them to the ideals of DCE, with a view to fill the gaps and deficiencies that exist in some topics. Lastly, the study concludes by raising an essential argument that with the current teacher training curriculum and classroom atmosphere in colleges of education, Botswana’s goal of training effective and functional citizenry is an illusion. / Curriculum and Instructional Studies / D. Ed. (Curriculum studies)

The following argument offers a sharper micro-foundational lens for studying human political and social behavior by demonstrating how political science might better incorporate the theory of evolution into its behavioral models, and by showing that differential conflict occasionally prevails over the materialist conflicts depicted in much of the modern social science literature. I take evolutionary psychology's understanding of manifest behavior as a point of departure, and then analyze the manifest behavior in terms of judgments, which are binary measurements at a particular point of reference; in other words, a given manifest behavior either did or did not occur at a particular point in time. I then show that judgments can 1) transmit from one individual to the next, 2) vary according to predictable adaptive processes, and 3) are either extinguished or flourish dependent upon the process of natural selection; judgments, therefore, meet the three requirements of evolutionary theory. Judgments, rather than genes, better describe the process of human political and social evolution, which becomes especially clear when one assesses the consequences of what I term "differential" outcomes in judgments. / text

Cette recherche vise à mettre en lumière la nature des représentations sociales des enseignantes du primaire au sein d’une commission scolaire québécoise à l’égard des disciplines liées au domaine de l’univers social, et aussi de l’enseignement de celles-ci. La recherche a pris naissance à la suite de nombreuses interventions dans les classes du primaire en tant que superviseur de stage et de discussions avec les enseignantes relatives à l’enseignement des sciences humaines. Ce projet repose ses fondements sur le constat suivant : l’apprentissage au primaire des savoirs et des compétences en univers social est déficient et ne répond pas complètement aux attentes prescrites par le ministère de l’Éducation, du Loisir et du Sport. Les enseignantes du primaire n’enseignent que très peu les savoirs et les compétences en univers social au Québec; ainsi, les élèves arrivent peu outillés au secondaire. Des recherches antérieures ont permis de cibler certains facteurs permettant d’expliquer cet état de fait. Or, nous supposions qu’il existait d’autres raisons pouvant expliquer ce phénomène et nous croyions que l’analyse des représentations sociales des enseignantes pourrait apporter des informations importantes dans l’analyse de cette problématique. Cette analyse des représentations sociales est basée sur les travaux et les théories relatives au noyau central (Abric, 1994a). Elle fut construite autour d’une recherche exploratoire au sein d’une commission scolaire en région où 21 enseignantes ont été interviewées. Utilisant une méthodologie qualitative avec une approche s’adressant plus particulièrement aux sciences de l’éducation (Merriam, 1998), les résultats de la recherche nous permettent d’identifier trois facteurs déterminants dans la création des représentations sociales des enseignantes à l’égard de l’histoire, de la géographie et de l’éducation à la citoyenneté. Ces facteurs amènent également les enseignantes à modeler leurs approches pédagogiques et didactiques quant à l’enseignement de l’univers social au primaire. Cette recherche a d’ailleurs permis de mieux comprendre la création des représentations sociales des enseignantes quant aux disciplines associées aux sciences humaines et permis de cibler plusieurs facteurs déterminants de cette réticence à enseigner cette matière aux élèves. / This research is intended to bring to light the nature of elementary school teach-ers’ social representations in regard to the disciplines related to the social studies field, as well as the teaching of these disciplines within a provincial school board. This project came to exist following a number of interventions in elementary school classes as a practicum supervisor, and after discussions with teachers about the teaching of social studies. The foundations of this project are based on the following observation: at the elementary level, the teaching of knowledge and competencies in the social studies field is lacking and does not completely meet the expectations prescribed by the ministère de l’Éducation, du Loisir et du Sport. Teachers at the elementary level teach very little of the knowledge and competencies in the social studies field in Quebec. As such, students are poorly equipped when they enter secondary school. Previous research targeted some of the factors, allowing an explanation of this observation. However, the researcher supposed that there were other reasons that could explain this phenomenon, and the researcher believed that the analysis of teachers’ social representations could contribute important information to the analysis of this issue. This analysis of social representations is based on the works and on the theories of Abrics’ central core theory (Abric, 1994a). It was constructed around an exploratory research done within a regional school board, where 21 teachers were interviewed. Using a qualitative methodology, with an approach specifically intended for the educational sciences (Merriam, 1998), the results of the research enable us to identify three determining factors in the creation of teachers’ social representations, with regard to history, geography and citizenship education. These factors also lead teachers to modify their teaching and didactic approaches. Moreover, this research allowed for a better understanding of the creation of teachers’ social representations as regards to the disciplines related to social studies and allowed several determining factors in the reluctance to teach this material to students.

La présente étude constitue une analyse comparative de discours qui articulent la problématique de l’héritage coloniale et des réclamations autochtones au Chili et au Canada : des livres de texte de sciences sociales, des discours d’opinion et des discours autochtones. Nous proposons que les similitudes surprenantes qui ont été révélées par les contextes nationaux canadiens et chiliens peuvent être expliquées, en partie, par leur articulation avec le discours globalisé de la modernité/colonialité. D’une part, les textes scolaires et les discours d’opinion font circuler des éléments discursifs de la modernité, tout en reproduisant des formes de savoir et de dire coloniaux. D’autre part, les discours autochtones se ressemblent entre eux dans la mesure où ils interpolent la modernité/colonialité transformant ainsi les termes d’engagement interculturel. Bien que les états canadiens et chiliens renforcent leur engagement à l’égard de la réconciliation avec les Autochtones durant les dernières décennies, les conflits interculturels continuent à se produire en impliquant toujours les mêmes acteurs : l’état, différents peuples autochtones, des entreprises privées, ainsi que des membres de l’élite intellectuelle, politique et patronale. En prenant en compte cette situation, l’objectif de cette thèse vise à mieux comprendre pourquoi ces conflits, loin d’être résolus, continuent à se reproduire. Dans ces deux pays, la problématique des conflits interculturels est fondamentalement mise en rapport avec la question des droits territoriaux et, par conséquent, sont inséparables de la question de l’héritage coloniale des états nationaux canadien et chilien. Pourtant cette dimension coloniale des conflits a tendance à être cachée autant par la rhétorique multiculturelle du discours national que par les polarisations produites par l’opinion publique, lesquelles ont l’habitude d’encadrer la problématique par des notions binaires, telles que « civilisation/barbarie » ou « authenticité/illégitimité ». De plus, on peut considérer l’ouest du Canada et le sud du Chili comme étant des contextes comparables, puisque ceux-ci ont été colonisés avec la base du discours moderne du progrès et de la civilisation, qui a servi à légitimer l’expansion de l’état national au dix-neuvième siècle. Cependant, il n’existe que très peu d’études qui comparent les productions discursives relatives aux relations interculturelles entre Autochtones et non Autochtones dans les contextes canadiens et chiliens, possiblement à cause des différences linguistiques, sociohistoriques et politiques qui paraissent insurmontables. / The present study constitutes a comparative analysis of discourses that articulate issues related to both Indigenous land claims and the colonial legacy of Chile and Canada. Specifically, we analyze social science textbooks, opinion discourses and Indigenous discourses. Our analysis shows that there are striking similarities between the Canadian and Chilean national contexts. We propose that these can be explained, in part, by their relationship with the global discourse of modernity/coloniality. On the one hand, textbooks and opinion discourses circulate discursive features of modernity, thus reproducing colonial forms of knowledge and speaking. On the other hand, the Indigenous discourses we exam seem to resemble each other to the extent that they interpolate the discourse of modernity/coloniality, thereby transforming the terms of intercultural engagement. Despite efforts, in recent decades, by the Canadian and Chilean states towards reconciliation with Indigenous peoples, social conflicts persist, involving the same actors as always: the state, different indigenous communities, private companies, and intellectual, political and business elites. In light of this situation, this thesis aims to better understand why these conflicts, far from being resolved, continue to occur. In these two countries, the issue of intercultural conflict primarily invoves the question of land rights. In this sense, the reproduction of conflict is inseparable from the colonial legacy of the Canadian and Chilean national states. This colonial dimension of conflict, however, is usually made obscure by both the multicultural rhetoric of national discourse and the polarizations produced by public opinion discourses, both of which tend to frame the question of land rights in terms of binary notions, such as “civilization/barbarism”, or “authenticity/illegitimacy.” Furthermore, western Canada and southern Chile can be considered comparable contexts, as they were colonized on the basis of the modern discourses of progress and civilization, which served to legitimize the expansion of the nineteenth-century nation state. However, there are few studies comparing the discursive productions related to the intercultural relationship between Indigenous and non-Indigenous Canadians and Chileans. This is perhaps due to a perception of insurmountable linguistic, socio-historical and political differences between the two countries. / El presente estudio constituye un análisis comparado de discursos que articulan la problemática de la herencia colonial y de los reclamos indígenas en Chile y Canadá: libros de texto de ciencias sociales, discursos de opinión y discursos indígenas. Ahí se plantea que las similitudes sorprendentes que se han encontrado entre los contextos nacionales canadienses y chilenos pueden ser explicadas por su articulación con el discurso globalizado de la modernidad/colonialidad. Por un lado, los textos escolares y los discursos de opinión hacen circular rasgos discursivos de la modernidad, reproduciendo formas de saber y de decir coloniales. Por otro lado, los discursos indígenas se parecen entre sí en la medida en que interpolan la modernidad/colonialidad, transformando así los términos del compromiso intercultural. A pesar del esfuerzo de reconciliación de los estados canadiense y chileno con los pueblos indígenas en las últimas décadas, siguen produciéndose conflictos sociales, involucrando a los mismos actores de siempre: el estado, distintos pueblos indígenas, las empresas privadas y la elite intelectual, política y empresarial. Teniendo en cuenta esta situación, el objetivo de esta tesis apunta a entender mejor por qué estos conflictos, lejos de resolverse, continúan reproduciéndose. En estos dos países, la problemática de los conflictos interculturales está relacionada fundamentalmente con la cuestión de los derechos territoriales y, en consecuencia, son indesligables de la herencia colonial de los estados nacionales canadiense y chileno. Esta dimensión colonial de los conflictos, sin embargo, suele ser ocultada tanto por la retórica multicultural del discurso nacional como por las polarizaciones producidas por la opinión pública, las cuales tienden a enmarcar la problemática según nociones binarias, como la de “civilización/barbarie”, o “autenticidad/ilegitimidad”. Además, el oeste de Canadá y el sur de Chile pueden considerarse comparables, ya que fueron colonizados sobre la base del discurso moderno del progreso y la civilización, el cual sirvió para legitimar la expansión del estado nacional decimonónico. A pesar de esto, existen pocos estudios que comparen las producciones discursivas de las relaciones interculturales entre indígenas y no indígenas en los contextos canadienses y chilenos, posiblemente debido a las diferencias lingüísticas, sociohistóricas y políticas que parecieran insuperables.

No description available.

La biographie intellectuelle de François Picavet (1851-1921) fournit l’occasion d’explorer les débuts de l’histoire de la philosophie médiévale en tant que discipline institutionnalisée, en France, de 1880 à 1920. Figure oubliée du médiévisme philosophique, Picavet fut maître de conférence à l’EPHE (section des sciences religieuses) dès 1888, puis directeur d’études à partir de 1907, secrétaire du Collège de France en 1904 et chargé de cours en histoire des philosophies médiévales à la Faculté des lettres de la Sorbonne dès 1906.Le parcours académique de Picavet s’inscrit dans un contexte particulier, qui voit l’histoire de la philosophie médiévale s’implanter de façon structurée et stable dans l’enseignement supérieur français. De même que d’autres disciplines institutionnalisées, l’histoire de la philosophie médiévale tire profit de la nécessité d’une réforme profonde du système universitaire, articulée dans les sphères politiques et scientifiques dès les années 1860 puis prolongée sous l’impulsion de la IIIe République, et qui aboutit à l’émergence de nouvellesstructures institutionnelles dans l’enseignement supérieur français (fondation de l’EPHE en 1868, création de nouveaux enseignements à la Sorbonne, dont une charge de cours en histoire de la philosophie médiévale en 1906). L’historiographie originale de Picavet restreint la signification des questions philosophiques médiévales qui demeurent liées à leur contexte historique d’origine: chaque système philosophique est ainsi l’expression partielle d’une civilisation donnée, au même titre que les expressions scientifiques, artistiques et artisanales que celle-ci est en mesure de produire et qui la caractérisent. / The intellectual biography of François Picavet (1851-1921) is an opportunity to explore the early days of the history of mediaeval philosophy as an institutionalised discipline in France from 1880 to 1920. A forgotten figure of the study of mediaeval philosophy, Picavet was a lecturer at EPHE (Religious Sciences department) from 1888 and director of studies from 1907, secretary of the Collège de France in 1904 and lecturer in the history of mediaeval philosophy at the Arts Faculty of the Sorbonne from 1906 onwards. Picavet’s academic career took place within a particular context in which the history of mediaeval philosophy came to be established in a structured and stable manner in French higher education. Like other institutionalised disciplines, the history of mediaeval philosophy benefited from the need for deep-seated reform of the university system, which was expressed in political and scientific circles from around 1860 and continued under the Third Republic, resulting in the emergence of new institutional structures in French higher education (the foundation of EPHE in 1868 and the creation of new courses at the Sorbonne, including a history of mediaeval philosophy course in 1906). Picavet’s original historiography confines the significance of mediaeval philosophical questions, which remain bound to the historical context in which they originated: thus, every philosophical system is the partial expression of a given civilisation, just like the scientific, artistic and craft related expressions which it produces and which characterise it.