Research article

Powerful knowledge and the textbook

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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.

Keywords: POWERFUL KNOWLEDGE, TEXTBOOKS, SUBJECT-SPECIALIST, SOCIAL JUSTICE, CURRICULUM

How to Cite:

Platt, N., (2018) “Powerful knowledge and the textbook”, London Review of Education 16(3), 414–427. doi: https://doi.org/10.18546/LRE.16.3.05