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This chapter aims to address the question of the evolution of economists’s reception of Marxism in France, and thus to complete the more general history of the development of Marxism among French academics. To do so, we follow the relationship to Marx’s work of the economist François Perroux, a priori typical of the reversal reception of Marxist ideas in the 1950s, moving from open hostility to enthusiasm. Indeed, an incisive critic of Marx’s writings before the war, then head of the scientific institution of the Vichy regime, Perroux became in the postwar period a leading figure in the diffusion of Marx’s ideas in France. He founded the ISMEA (Institute of Mathematical and Applied Economic Sciences) which published the journal Études de marxologie, and eventually penned the preface to Marx’s economic works in 1963 for the Pléiade. By following this sinuous path, we show that the way Perroux related to Marx’s work helps us shed light on the various shifts in Perroux’s relationship to the science and politics of his time.

The chapter analyzes François Perroux’s institutional and intellectual activities under the Vichy regime (1940–1944) mainly by drawing on archival insights from Perroux’s papers. The authors argue that Perroux used his strategic position as general secretary of the Carrel Foundation (created by Marshal Pétain) to reshape French economics along a twofold trend: unifying economics with other social sciences, on the one hand; and developing its most analytical aspects, on the other hand. Thus, Perroux seized the opportunity to push for the introduction and dissemination of foreign theoretical studies within French economics, quite counter-intuitively to the expected nationalistic fallback accompanying authoritarian rule. In the end, the Vichy regime proved a suitable vehicle for the advancement of Perroux’s ideas and career: he managed in fact to make the best of a highly uncertain situation in 1940 and especially in 1944, with the impending Liberation of France. The authors show that Perroux used different strategies to neutralize those aspects of his work associated to Vichy’s ideology.

For more than a decade there have been calls to change professional development and teacher education. A central task and challenge for teacher educators is to design learning experiences that offer the greatest potential for improving teacher practice. Recently, videos of classrooms have emerged as tools for teacher learning. This chapter will consider the issues we faced attempting to create a coherent, sequenced professional development curriculum using video to help teachers improve mathematics teaching and learning. We will share some of the principles that guided the work, what we’ve been learning and indicate where we feel more research is needed.