Les manuels d’histoire ont souvent fait l’objet d’analyses concernant leur contenu et leur qualité, mais rarement leurs usages en classe. Cette thèse vise à décrire et analyser comment des enseignants d’histoire du Québec au secondaire utilisent le manuel et toute autre ressource didactique. Le problème consiste à mieux connaître ce qui se passe en classe depuis l’implantation de la réforme curriculaire, en 2001, et comment les conceptions des enseignants influencent leurs pratiques en lien avec l’exercice de la méthode historique. Ce travail décrit des pratiques enseignantes selon leur intervention éducative, les ressources didactiques utilisées et l’activité de l’élève en classe. Pour ce faire, la collecte de données est réalisée au travers d’un sondage en ligne (n= 81), d’observations en classe et d’entrevues (n=8) avec les participants. Les enseignants d’histoire utilisent souvent le manuel, mais leur intervention n’est pas structurée par son contenu ou ses exercices. Les cahiers d’exercices ou le récit de l’enseignant semblent structurer principalement leurs interventions. En fait, leurs conceptions sur l’enseignement et l’apprentissage en histoire déterminent le plus souvent l’usage du manuel et des autres ressources didactiques d’une manière traditionnelle ou d’une manière qui exerce authentiquement la méthode historique. Afin de décrire ces différents usages, la thèse propose une typologie qui distingue les différentes modalités mises en place afin d’utiliser les ressources didactiques et exercer la méthode historique. Trois principaux types sont énoncés : intensif, extensif et critique. Un quatrième type a été ajouté afin de mieux nuancer les différentes pratiques enseignantes rencontrées : extensif-méthodique. Ce dernier type s’explique par une pratique enseignante qui concilie les types extensif et critique selon les besoins de l’enseignant. La thèse souligne la persistance de pratiques transmissives et magistrocentrées qui limitent un exercice authentique de la méthode historique, alors que le curriculum vise un enseignement constructiviste et que plus de ressources sont disponibles pour les enseignants. / History textbooks are mainly analyzed for their content and quality but not for their real use in classrooms. This thesis aims to describe and analyze how high school history teachers in Quebec use textbooks and other instructional resources. The issue is to know what is going on into classrooms since the new curriculum is in effect and how teachers’ beliefs influence their practices related to the development of historical method skills. This work describes the teaching practices according to their educational intervention, learning resources used and the student’s activities during class. The data was collected with an online survey (n= 81), classroom observations and interviews (n= 8) with the participants. Teachers often use textbooks, but are not automatically led by its content or exercises. Workbooks or teacher’s narrative seem to mainly structure their interventions. Yet, the belief system about teaching and learning history more specifically leads teachers to use textbooks in a traditional way or in a way that fosters historical method. To describe these various uses, the thesis proposes a typology that distinguishes the different modalities put in place to use learning resources and perform historical method. Three main types are described: intensive, extensive and critical. A fourth type was added in order to better explain the different teaching practices encountered: extensive-methodical. The latter type is explained by a teaching practice that combines extensive and critical types related to the needs of the teacher. The thesis points out the persistence of transmissive and teacher-centered pratices limiting authentic historical method exercise while curriculum aims a constructivist way and that more learning resources are available for teachers.

Ce mémoire a pour objet la mise à l’essai d’une séquence d’apprentissage intégrant des chansons comme sources primaires pour développer la compétence 2– interpréter la réalité sociale à l’aide de la méthode historique. Le ministère de l’Éducation du Québec et les écrits scientifiques (Côté, 2008; LENOIR et SAUVÉ, 2010; Turner-Bisset, 2001) s’attendent à ce que l’élève terminant ses études secondaires raisonne à partir de faits tirés des sources qui lui sont accessibles, notamment des sources primaires. Or, on constate trois lacunes dans la pratique enseignante : le petit nombre de sources travaillées, l’inégalité de leurs interprétations et la faiblesse de leurs critiques (Byrom, 2005; Pickles, 2010; Watson, 1998). Aussi, peu de cas utilisent la chanson comme source primaire. La séquence d’apprentissages sur la Deuxième Guerre mondiale que l’enseignante française Sylvaine Moreau (2012) a rendue disponible sur Internet a donc servi de point de départ à cette mise à l’essai afin de comprendre ce qu’il en est. Comme il y a un aller-retour régulier prévu entre l’adaptation du matériel pédagogique au contexte scolaire québécois et les observations en classe c’est la recherche-développement qui semble l’approche la plus efficace (Artigue, 1989; Harvey et Loiselle, 2009). Quatre enseignants montréalais ont accepté une entrevue avec l’auteure de cette recherche. Ils ont adapté le matériel au contexte scolaire, ils ont été observés en classe et les réponses écrites des élèves ont été analysées grâce, notamment, au programme N’Vivo. En explorant les données qualitatives recueillies, on constate le petit nombre de sources travaillées puisque les réponses ne reprennent que ce qui a été vu en classe, priorisant même certains types de sources. La faiblesse des critiques est criante puisque des étapes jugées « inutiles » par certains élèves sont laissées incomplètes. Finalement, l’auteure remarque l’inégalité des interprétations liée à une barrière de niveau de langue. Les métaphores et le vocabulaire de certaines chansons semblent un défi. / This thesis presents the trial of a learning sequence including songs as primary sources to develop the competency-2 Interpret social realities by using the historical method. The Ministry of Education of Quebec and the scientific literature (Côté, 2008; and SAVED LENOIR, 2010; Turner-Bisset, 2001) expect that students who graduate from high school are able to reason from facts taken from sources available, including primary sources. We see three gaps in teaching practices: the small number of sources worked, the inequality of their interpretations and weak critical judgment skills (Byrom, 2005; Pickles, 2010; and Watson, 1998). Also, few cases use songs as a primary source. The learning sequence about the Second World War that the French teacher Sylvaine Moreau (2012) has made available on the Internet was used as a starting point for this testing. We adapted the teaching material to Quebec's school context after each classroom observations. Therefore, it is the “didactic engineering” approach that seems the most effective (Artigue, 1989; Harvey and Loiselle, 2009). Four teachers from Montreal agreed to be interviewed. They adapted the teaching material to their school needs. We observed them in their classrooms as they were teaching. All the students’ written answers were analyzed with the N'Vivo program. By exploring the qualitative data collected, we notice the small number of sources used. Most students’ answers referred only to what was seen in class, giving priority to some type of sources over others. Some steps were judged as “unnecessary” by some students and where not completed leading to weak criticism. Finally, we noted the inequality of interpretations related to a level of language barrier: metaphors and vocabulary seem to be a challenge.

This is a study of how industries develop in regions that are industrially weak, exemplified by Norrbotten, the northernmost province of Sweden. Developing industries are represented by three companies manufacturing prefabricated wooden houses, situated in the municipalities Övertorneå, Kalix (Morjärv) and Älvsbyn in the interior of Norrbotten.For the period ending in 1918, the economy of Norrbotten is analysed in terms of staple theory. Thereafter, an analysis in dependency theoretic terms is judged to be more relevant. The communities in which the house factories are located are described similarly.Övertorneåand Mor j ärv are in the periphery of a peripheral region. There has never been any locally generated economic life of any importance. The house factory in the community first mentioned was established there in 1970 by AMS (The Swedish Labour Market Board). The other one was started by a local entrepreneur in the 1930's. It has changed hands several times, being incorporated into ever larger conglomerates. The third company studied was started by a local carpenter who still controls it. The factory is located in Älvsbyn, near Piteå, which has to be considered the center of the periphery.The integration of these three companies with other local firms, and their economic importance was studied in terms of their buying behavior. The method of investigation was a study of the internal records of the firms.All three of the companies showed that a decrease in the local and regional shares of their total purchases took place between the sample years studied. A comparison of the companies showed the Älvsby factory, the one locally initiated and controlled, to have by far more solid local and regional foundations than the other two. This could partly be explained by firm-related theories but the most important factor seemed to be the industrial tradition in the communities. Industrial tradition is a factor mostly determined by the position of a community in a dependency hierarchy, in part however, it is controllable by local decision-makers and individual entrepreneurs.Even for the company with the best local foundations, there was a drop in local and regional shares of purchases. The reason for this is the size of the company in relation to other local industries. The company has reached the limits of the capacity of the local community to support it. Such limits exist everywhere but their exact level depends on the status of the community and region they are in, the line of industry, the nature of ownership, etc.A series of implications for regional politics can be derived from the present study. Economic measures designed to improve weak industrial areas should be undertaken with utmost care in order not to damage existing local economy. Much greater efforts should be made to study the conditions of existing economic life and its potential for change, i.e. to study the historical development. / digitalisering@umu

Les manuels d’histoire ont souvent fait l’objet d’analyses concernant leur contenu et leur qualité, mais rarement leurs usages en classe. Cette thèse vise à décrire et analyser comment des enseignants d’histoire du Québec au secondaire utilisent le manuel et toute autre ressource didactique. Le problème consiste à mieux connaître ce qui se passe en classe depuis l’implantation de la réforme curriculaire, en 2001, et comment les conceptions des enseignants influencent leurs pratiques en lien avec l’exercice de la méthode historique. Ce travail décrit des pratiques enseignantes selon leur intervention éducative, les ressources didactiques utilisées et l’activité de l’élève en classe. Pour ce faire, la collecte de données est réalisée au travers d’un sondage en ligne (n= 81), d’observations en classe et d’entrevues (n=8) avec les participants. Les enseignants d’histoire utilisent souvent le manuel, mais leur intervention n’est pas structurée par son contenu ou ses exercices. Les cahiers d’exercices ou le récit de l’enseignant semblent structurer principalement leurs interventions. En fait, leurs conceptions sur l’enseignement et l’apprentissage en histoire déterminent le plus souvent l’usage du manuel et des autres ressources didactiques d’une manière traditionnelle ou d’une manière qui exerce authentiquement la méthode historique. Afin de décrire ces différents usages, la thèse propose une typologie qui distingue les différentes modalités mises en place afin d’utiliser les ressources didactiques et exercer la méthode historique. Trois principaux types sont énoncés : intensif, extensif et critique. Un quatrième type a été ajouté afin de mieux nuancer les différentes pratiques enseignantes rencontrées : extensif-méthodique. Ce dernier type s’explique par une pratique enseignante qui concilie les types extensif et critique selon les besoins de l’enseignant. La thèse souligne la persistance de pratiques transmissives et magistrocentrées qui limitent un exercice authentique de la méthode historique, alors que le curriculum vise un enseignement constructiviste et que plus de ressources sont disponibles pour les enseignants. / History textbooks are mainly analyzed for their content and quality but not for their real use in classrooms. This thesis aims to describe and analyze how high school history teachers in Quebec use textbooks and other instructional resources. The issue is to know what is going on into classrooms since the new curriculum is in effect and how teachers’ beliefs influence their practices related to the development of historical method skills. This work describes the teaching practices according to their educational intervention, learning resources used and the student’s activities during class. The data was collected with an online survey (n= 81), classroom observations and interviews (n= 8) with the participants. Teachers often use textbooks, but are not automatically led by its content or exercises. Workbooks or teacher’s narrative seem to mainly structure their interventions. Yet, the belief system about teaching and learning history more specifically leads teachers to use textbooks in a traditional way or in a way that fosters historical method. To describe these various uses, the thesis proposes a typology that distinguishes the different modalities put in place to use learning resources and perform historical method. Three main types are described: intensive, extensive and critical. A fourth type was added in order to better explain the different teaching practices encountered: extensive-methodical. The latter type is explained by a teaching practice that combines extensive and critical types related to the needs of the teacher. The thesis points out the persistence of transmissive and teacher-centered pratices limiting authentic historical method exercise while curriculum aims a constructivist way and that more learning resources are available for teachers.

Terence Hutchison's 1938 essay has been variously interpreted as introducing positivism, ultra-empiricism, and Popperian falsificationism into economics. Given Popper's well known anti-positivist stance, this state of affairs may seem puzzling. It might be presumed either that contradictions of some kind are involved in Hutchison's position, or that Popper's stance is not so far removed from logical positivism after all. In tins thesis the latter option is adopted and Popper and logical positivism is viewed as part of a wider 'logical reconstructionist' pre-Quinean philosophy of science. Yet this move may not, and should not, resolve all disquietude on the part of the reader. For, to the extent that Hutchison adopted those aspects of Popper which clashed with logical positivism, there is an inherent contradiction between the view that Hutchison introduced positivism and the view that he introduced Popper into economics. This provides us with the springboard we need for our thesis. For the contradiction is resolved once these views are recognised as turning Hutchison into a straw man. In the weak version of our thesis we argue that there has been an overemphasis on the positivist and Popperian elements in Hutchison's essay and a neglect of the extent to which it is concerned with economic methodology. In the strong version of our thesis we argue that Hutchison's essay is best viewed as a modern restatement of the inductivist-empirical-historical, as opposed to the deductivist-apriorist-fonnalist, approach in the long-standing methodenstreit in economics. In this restatement Hutchison draws on various elements of positivism and Popper to support a position that arises out of, and is specific to, the concerns of economic methodology, rather than to promote any particular philosophy of science in economics. Survey chapters on the philosophy of science with special emphasis on logical positivism, and on aspects of the history of economic methodology, enable us to evaluate the nature of Hutchison's essay and to substantiate our thesis. Thereafter we highlight the shortcomings of the traditional interpretations of Hutchison's essay pointing to how these have limited Hutchison's influence in economics. / Economics / D. Litt. et Phil. (Economics)

Terence Hutchison's 193 8 essay has been variously interpreted as introducing positivism, ultra-empiricism, and Popperian falsificationism into economics. Given Popper's well known anti-positivist stance, this state of affairs may seem puzzling. It might be presumed either that contradictions of some kind are involved in Hutchison's position, or that Popper's stance is not so far removed from logical positivism after all. In this thesis the latter option is adopted and Popper and logical positivism is viewed as part of a wider 'logical reconstructionist' pre-Quinean philosophy of science. Yet this move may not, and should not, resolve all disquietude on the part of the reader. For, to the extent that Hutchison adopted those aspects of Popper which clashed with logical positivism, there is an inherent contradiction between the view that Hutchison introduced positivism and the view that he introduced Popper into economics. This provides us with the springboard we need for our thesis. For the contradiction is resolved once these views are recognised as turning Hutchison into a straw man. In the weak version of our thesis we argue that there has been· an overemphasis on the positivist and Popperian elements in Hutchison's essay and a neglect of the extent to which it is concerned with economic methodology. In the strong version of our thesis we argue that Hutchison's essay is best viewed as a modem restatement of the inductivist-empirical-historical, as opposed to the deductivist-apriorist-formalist, approach in the long-standing methodenstreit in economics. In this restatement Hutchison draws on various elements of positivism and Popper to support a position that arises out of, and is specific to, the concerns of economic methodology, rather than to promote any particular philosophy of science in economics. Survey chapters on the philosophy of science with special emphasis on logical positivism, and on aspects of the history of economic methodology, enable us to evaluate the nature of Hutchison's essay and to substantiate our thesis. Thereafter we highlight the shortcomings of the traditional interpretations of Hutchison's essay pointing to how these have limited Hutchison's influence in economics. / Economics and Management Sciences / D. Litt. et Phil. (Economics)

Les coopératives agricoles sont tantôt présentées comme une alternative au capitalisme financier, tantôt dénoncées pour leurs « résistances » à prendre en charge les problèmes d’environnement. Mais comment, concrètement, intègrent-elles ces enjeux dans leurs stratégies et leurs organisations ? Comment leurs agents sont-ils affectés dans leur travail par la montée des injonctions environnementales et comment font-ils avec ? J’aborde ces questions par l’analyse des dispositifs que ces entreprises déploient pour conseiller les agriculteurs, en m’appuyant sur une enquête socio-historique en Champagne-Ardenne. Je montre que la question de qui prend en charge les questions environnementales, et comment, structure les dynamiques du conseil coopératif. Les dirigeants des coopératives ajustent leur modèle économique et leurs dispositifs de conseil pour faire face à la concurrence et répondre aux critiques environnementales. D’un côté, ils internalisent la compétence de la durabilité dans leurs stratégies de création de richesses, en amont du conseil, afin de défendre des modalités d’écologisation de l’agriculture alignées avec leurs intérêts, tout en permettant aux agriculteurs individuels de déléguer la prise en charge de l’environnement. D’un autre côté, ils développent des démarches de conseil innovantes pour les agriculteurs refusant de déléguer cette compétence. Par ailleurs, les technico-commerciaux ne considèrent pas la prise en charge de l’environnement comme un moyen efficace de captation des clients. Ils font avec cette contrainte via leur expertise réglementaire, et développent de nouvelles compétences techniques pour répondre aux attentes diverses des agriculteurs. / Agricultural cooperatives are sometimes presented as an alternative to the excesses of financial capitalism, and sometimes criticized because of their reluctance to cope with environmental concerns. But how, actually, do they integrate these environmental stakes into their strategies and organization? How are their agents affected in their work by the increase of environmental normalization, and how do they deal with them? I address these issues through the analysis of the schemes these organizations build to bring technical advice to the producers, with a socio-historical focus based on an investigation in the French Region Champagne-Ardenne. I show that the question “who handles the environmental concerns, and how” shapes the dynamic of these schemes. Executives of cooperatives adjust their economic model and advisement frame to cope with concurrence and to respond to environmental criticism. On the one hand, they integrate the competence of sustainability into their strategies of wealth creation, upstream of the advice activity, to defend ways of environmental reform of agriculture in line with their interest, and in the same time they let individual producers delegate a part of their environmental responsibility. On the other hand, they develop new advice methods for producers who don’t want to delegate this competence. Otherwise, technical sales advisors don’t think that dealing with environmental concerns is an effective means to strengthen their links with their customers. They do with this constraint through their regulatory expertise, and develop new competences to meet the producers’ request for services.

The aim of this study is to compare the subject syllabuses for history education in uppersecondary school of Finland, Norway and Sweden. Three syllabuses from Norway, two from Finland and one from Sweden for courses that are compulsory for higher education preparatory programmes in the three countries have been analysed and compared. Qualitative content analysis has been used to find similarities and differences for what the countries find important with and in the history subject. A deductive analysis has been used for the part of the syllabus where the aim and the goals are written. An inductive analysis has been used for the part of the course content. By using a deductive content analysis with a coding scheme based on common historical didactic terms, the result of this study shows that every country finds that historical consciousness, narration, historical empathy, historical method and the uses of history are important parts of the history subject and education. However, the countries differ when it comes to if they see these parts as the aim or as a goal with the subject or the education. The inductive content analysis shows that all countries find sources and work with sources, uses of history, time periods, global historical events and processes and development of state and societies as important parts of the education. A difference between the countries is that Finland and Norway have more specific national history content in the syllabuses than Sweden has. Therewith does this result show that both Norway and Sweden find it important to problematize the time periods and to have different historical questions, aspects and explanations in the content of history education.

The diploma thesis deals with the media image of the Grand Prix of the Czech Republic in the Czech Radio in years from 1930 to 2019. The fixture is one of the most important sports events in the country and the public radio has been informing listeners about it since the first year of the Czech GP holding. In its beginnings, the race found its place in the magazine Týdeník Rozhlas, which was also interested in technical background during GP. Based on the preserved articles from the magazine Týdeník Rozhlas, audio recordings from the Czech Radio, and Masaryk Circuit's chronicle, the thesis describes the history of the Grand Prix of the Czech Republic from the public broadcasting perspective. It examines how the radio informs its listeners about the races and how much space it gives to the motorcycle world championship in broadcast. or what topics reporters choose in connection with the races. The quotes from the interviews with a photographer Tomáš Gescheidt, a head of the Czech Radio motorcycle section Luděk Hubáček, and with a track commissioner Jaroslav Pešek are included in the thesis. The methodological part of the research covers the method of qualitative and quantitative content analysis and historical method. The conclusion of this thesis is analytical and presents the results.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.