The New Politics of the Textbook: Critical Analysis in the Core Content Areas

The New Politics of the Textbook: Critical Analysis in the Core Content Areas

Brad J. Porfilio

Language: English

Pages: 368

ISBN: 9460919286

Format: PDF / Kindle (mobi) / ePub

In an era when corporate and political leaders are using their power to control every aspect of the schooling process in North America, there has been surprisingly little research on the impact of textbook content on students.The contributors of this volume and its partner (The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks) guide educators, school administrators, academics, and other concerned citizens to unpack the political, social, and cultural influences inherent in the textbooks of core content areas such as math, science, English, and social science. They urge readers to reconsider the role textbooks play in the creation of students' political, social, and moral development and in perpetuating asymmetrical social and economic relationships, where social actors are bestowed unearned privileges and entitlements based upon their race, gender, sexuality, class, religion and linguistic background. Finally, they suggest ways to resist the hegemony of those texts through critical analyses, critical questioning, and critical pedagogies.





















answer. In addition, the teaching-learning situations are anchored in the realities of the country. Faced with the problems due to the progressive silting of sand in the Niger River valley, the textbook suggests that research be done on causes, as well as measures for halting this disaster. It also proposes that a letter be written to an authority in charge of environmental protection, an invitation to a discussion/debate. 72 THE COMPETENCY-BASED APPROACH IN AFRICAN TEXTBOOKS The Question of

proposing problem situations, integration activities, and avenues for the use of knowledge, the pedagogical practices of most teachers remain dominated by the “new pedagogical approach.” And it is the objective-based pedagogy that very broadly dominates evaluation processes. Finally, training and the availability of appropriate didactic material are required, as is usually the case for teachers all over the world during curricular reforms. In the textbooks produced for Cameroon and Gabon by

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the National Science Education Standards ushered in a series of benchmarks to help guide science teachers to promote “quality” science instruction. A few years later, the National Science Teachers Association published a much anticipated multicultural science education position statement, which called for efforts to diversify the way that science was taught and embraced the idea of 113 ROBERT CEGLIE & VIDAL OLIVARES science for all students. These reform movements forced me to reconsider my

nature. It is not just on the individual level where we can change some light bulbs and carpool more often. Sustainability is about large-scale change in the way that we do things. This means addressing capitalism, global dominance, free-market ideologies, and globalization (not to be confused with global interconnectedness). Sustainability flies directly in the face of the practices, infrastructures, economies, and dependencies on fuel sources. Sustainability is ultimately about a shift in

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