| Abstract: | This article summarizes the great lines of developments in History Textbooks Research. Evolutions on history textbook research are significant and they reveal a school historiography as a challenged area both for history education and social, historical, pedagogical and/ or political studies. In the frame of this historiography and of the corresponding research, significant conceptual and methodological generic transformations occur. In the conceptual level, we noticed a significant broadening of the concept of the narrative. It begins as a multimodal narrative; it then evolves into a fragmented and reconstructed narrative; finally it becomes an open narrative. In the methodological level, we observe several shifts: from the textbook as genre to its uses and perceptions by the individuals, from the search of its messages to the negotiation of these messages, from the textbook as text to its political, cultural, social, ideological contexts. Observation of classrooms, research on social representations and/or on memories, interviews and surveys, oral history procedures, comparative methods and qualitative analysis seem to reshape the methodological horizon of history textbook research |
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