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      Powerful knowledge and the textbook

      research-article
      London Review of Education
      IOE Press
      POWERFUL KNOWLEDGE, TEXTBOOKS, SUBJECT-SPECIALIST, SOCIAL JUSTICE, CURRICULUM
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            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.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            15 November 2018
            : 16
            : 3
            : 414-427
            Article
            1474-8460(20181115)16:3L.414;1- s5.phd /ioep/clre/2018/00000016/00000003/art00005
            10.18546/LRE.16.3.05
            3eda105d-3ca1-4350-9fea-df5785bbb579
            Copyright @ 2018
            History
            Categories
            ARTICLES: KNOWLEDGE AND SUBJECT-SPECIALIST TEACHING

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            SUBJECT-SPECIALIST,TEXTBOOKS,POWERFUL KNOWLEDGE,CURRICULUM,SOCIAL JUSTICE

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