Entre 1848 et 1914, un groupe de peintres exerça une « mainmise » sur la Manufacture de Beauvais. Pierre-Adolphe Badin et son fils, Jules, Pierre-Adrien Chabal-Dussurgey et Jules Diéterle en furent tour à tour les administrateurs et les principaux cartonniers. Chacun était issu d’une formation différente, de la plus courue à la moins reconnue : des Beaux-arts de Paris à l’école de l’industrie. Malgré la diversité de leur parcours, la Révolution de 1848 les rassembla au sein des Manufactures nationales, où ils participèrent à la régénération des arts décoratifs français. Il s’agit de comprendre les choix esthétiques de la Manufacture à travers deux niveaux d’analyse : celui des individus et de leur réseau, en les resituant ensuite dans le contexte plus général de l’industrie textile de la seconde moitié du XIXe siècle. / Between 1848 and 1914, a group of painters had a “stranglehold” on the Beauvais tapestry Manufacture. Pierre-Adolphe Badin and his son, Jules, Pierre-Adrien Chabal-Dussurgey and Jules Diéterle were in turns the managers and the main cartoon painters of this manufacture. They all came from different backgrounds: two of them attended the Fine Arts School of Paris, while the others ones were trained in the industry. Despite the diversity of their artistic careers, the French Revolution of 1848 brought these painters together within the National Manufactories, where they contributed to the revival of the French decorative arts. The aesthetic choices of the Beauvais Manufacture will be analyzed through the lens of these individual people and their network, while taking into account the global context of the textile industry during the second half of the nineteenth century.

The Swedish curriculum for the upper secondary school has been through a major change in the new corriculom that came in 2011 together with the new law concerning the Swedish schoolsystem (SFS 2010:800). The process behind these documents has been the main purpose and goal of this study. This has taken the form of a discourse analysis of all the material that led to the making of the current curriculum and the law concerning the Swedish school system. The discourse analysis looked after mechanisms of exclusion in both the process and the finished products of the two documents and also focused to see if there were any ethnocentric features present. The result shows that the curriculum together with the Swedish law concerning the school system is in a paradoxical relationship where Swedish teachers have to be inclusive in the pupils right to express different opinions, and at the same time be exclusive as only democratic values as is tradition in the west are to be accepted. At the same time there are some ethnocentric features present regarding how these democratic values should be thought, as it says it should follow western humanism and Christian ethics and values. These paradoxical and ethnocentric elements who are found within these documents show that some people may be excluded and that teachers may have to sacrifice either the students right to express themselves or their cultural differences or sacrifice the core values from whom the teachers are forced to abide to.