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This thesis, through four articles, investigates the history, meanings, legitimacy and implementation of a curriculum mandate to value Francophone perspectives from kindergarten to Grade 12 in Alberta social studies classrooms. These four articles are a response to my encounter (den Heyer, 2009) with this government mandate, which disrupted my socialization as a Québécois Francophone taught to see Albertans as hostile toward French-speakers. Preliminary research revealed that the curriculum mandate provoked uncertainty and frustration amongst many Alberta social studies teachers who had not previously been asked to attend to Francophone perspectives and/or who were used to associating these perspectives with Québec, not Alberta (Gani & Scott, 2017). To deepen these preliminary insights, I conducted a historical examination of the curriculum mandate (Article 1), a secondary data analysis of research with teachers about the mandate (Article 2), a qualitative inquiry into the reported implementation practices of 19 Alberta social studies teachers (Article 3), and I gathered responses from 13 Franco-Albertans to often-used critiques about the mandate (e.g., why these perspectives and not others?) (Article 4). Various iterations of the social studies curriculum mandate published since 1999 (Article 1) and the 13 Francophone participants in my research (Article 4) focused on Francophone perspectives as represented through the metaphor of a Canadian pillar. Per contrast, many Alberta social studies teachers recognized Francophone perspectives as situated in Québec and one among many in Alberta (Article 2 & 3). In line with a reciprocal conception of recognition - that is, the fundamental need to be accepted by others (Taylor, 1994) - the way forward for the mandate, which will soon be included in six subject-matters (Alberta Education, 2020), is to take into account not only Francophone perspectives but also the unnamed and derecognized Alberta (Anglophone) perspectives that shape the ways in which they are interpreted and implemented.

Qu’est-ce que « les fictions d’auteurs » ? Nous désignons par cette thématique un ensemble de textes littéraires qui met l’accent sur la fabrication d’un personnage écrivain et la réception du livre fictif. Ce phénomène est né dans la littérature française à la suite de deux publications consécutives sur la mort de l’auteur. Ces actes de décès de l’auteur ont donc engendré la parade de fabrication de l’auteur dans le roman français pour tenter de lui redonner vie. Ils ont introduit le principe de l’immanence entrainant l’effacement de l’auteur au profit de l’écriture. Ainsi, sans chercher à confronter les différents champs littéraires, cette thèse constitue un panorama des éléments d’identification d’un personnage écrivain dans le roman francophone et un moyen pour l’auteur de dévoiler aux lecteurs les dessous de son métier d’écrivain. Pour saisir l’ancrage de ce romancier fictif dans le texte francophone, cette étude s’appuie sur la sociologie littéraire et la poétique littéraire. / What is "author's fiction"? By this theme we designate a set of literary texts that focuses on the making of a character writer and the reception of the fictional book. This phenomenon was born in French literature following two consecutive publications on the death of the author. These acts of death of the author have thus generated the author's production parade in the French novel to try to revive him. They introduced the principle of immanence leading to the erasure of the author in favor of writing. Thus, without trying to confront the different literary fields, this thesis constitutes a panorama of the identifying elements of a writer's character in the French-speaking novel and a means for the author to reveal to the readers the underpinnings of his writing profession. To capture the anchor of this fictional novelist in the French text, this study is based on literary sociology and literary poetics.