The New Politics of the Textbook

Critical Analysis in the Core Content Areas

  • Heather Hickman
  • Brad J. Porfilio

Part of the Constructing Knowledge book series (CKCS, volume 2)

Table of contents

  1. Front Matter
    Pages i-xxviii
  2. Political, Social and Cultural Influence

    1. Front Matter
      Pages 1-1
    2. Randria Williams, Vonzell Agosto
      Pages 17-39
    3. Shelley J. Jensen
      Pages 41-64
    4. Yves Lenoir, Valérie Jean
      Pages 65-85
  3. Math and Science Education

    1. Front Matter
      Pages 87-87
    2. Robert Ceglie, Vidal Olivares
      Pages 111-131
    3. Kurt Love
      Pages 133-150
    4. Travis A. Olson, Noah R. Roderick
      Pages 151-162
    5. Bryan H. Nichols
      Pages 163-175
  4. English Language Arts Education

    1. Front Matter
      Pages 177-177
    2. P. L. Thomas
      Pages 179-192
    3. Edward D. Janak
      Pages 231-245
  5. Social Science and Humanities Education

    1. Front Matter
      Pages 257-257
    2. Timothy Lintner, Deborah Macphee
      Pages 259-270
    3. Scott L. Roberts, Brandon M. Butler
      Pages 287-303
    4. Christopher C. Martell, Erin A. Hashimoto-Martell
      Pages 305-320
    5. Gabriel A. Reich
      Pages 321-335
    6. Julie A. Gorlewski
      Pages 337-339

About this book


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.



Editors and affiliations

  • Heather Hickman
    • 1
  • Brad J. Porfilio
    • 2
  1. 1.Lewis UniversityRomeoville, ILUSA
  2. 2.Lewis UniversityRomeoville, ILUSA

Bibliographic information