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Powerful Knowledge and the Textbook

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Bibliographic Details
Title: Powerful Knowledge and the Textbook
Language: English
Authors: Platt, Nicky
Source: London Review of Education. 2018 16(3):414-427.
Availability: UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/journals/london-review-of-education/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Textbooks, Textbook Content, Textbook Publication, Neoliberalism, Social Justice, Foreign Countries, Educational Change, Resistance to Change, Curriculum, Textbook Standards
Geographic Terms: United Kingdom (Great Britain)
ISSN: 1474-8479
Abstract: This article draws on experience both within commercial textbook publishing and on textbook-development projects at the UCL Institute of Education to interrogate the current dynamics of 'neoliberal' edu-business (after Ball, 2012). The author discusses some damaging limitations inherent in publishing coursebooks predicated on what Young and Muller (2010) term a 'Future 2' approach, and outlines the potential benefits of classroom materials that allow 'knowledge' and 'text' back in. The discussion is situated mainly in the context of England, where a subject-specialist approach to teaching and learning is strongly advocated in the policy environment.
Abstractor: As Provided
Number of References: 52
Entry Date: 2018
Accession Number: EJ1197301
Database: ERIC
Description
Abstract:This article draws on experience both within commercial textbook publishing and on textbook-development projects at the UCL Institute of Education to interrogate the current dynamics of 'neoliberal' edu-business (after Ball, 2012). The author discusses some damaging limitations inherent in publishing coursebooks predicated on what Young and Muller (2010) term a 'Future 2' approach, and outlines the potential benefits of classroom materials that allow 'knowledge' and 'text' back in. The discussion is situated mainly in the context of England, where a subject-specialist approach to teaching and learning is strongly advocated in the policy environment.
ISSN:1474-8479