Powerful knowledge and the textbook

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...

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Bibliographic Details
Published inLondon review of education Vol. 16; no. 3; pp. 414 - 427
Main Author Platt, Nicky
Format Journal Article
LanguageEnglish
Published London UCL Press 01.11.2018
UCL IOE Press
Subjects
Audiences
Career Change
Curricula
CURRICULUM
Desktop Publishing
Education
Educational Change
Educational Theories
Foreign Countries
Individualized Instruction
Instructional Materials
Knowledge
Males
Neoliberalism
Personal profiles
POWERFUL KNOWLEDGE
Publishing
Resistance to Change
SOCIAL JUSTICE
Social Studies
SUBJECT-SPECIALIST
Teaching
Teaching Methods
Textbook Content
Textbook Publication
Textbook Standards
TEXTBOOKS
United Kingdom (Great Britain)
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Summary: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.
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ISSN:1474-8460
1474-8479
1474-8479
DOI:10.18546/LRE.16.3.05