Advertisement

Textbook Authors, Authorship, and Author Function

  • Marcus Otto
Chapter

Abstract

Authors of textbooks and their specific form of authorship represent a veritable blind spot of textbook and educational media research. We thus see a process of the discursive ‘invisibling’ of textbook authors both in their works themselves and in textbook research. This ‘invisibling’ of textbook authors affects their author function in relation to textbooks as an object and medium. Yet promising current research seeks to identify ways in which textbook authors exercise their author function and how they simultaneously interact with a range of other actors and networks. This permits the examination of various processes of change in the production of educational media for schools and of the effects of these processes on authors and on the specific practices by which they exercise their authorship.

References

  1. Adick, C. (1994). Schulbuchautoren für den Pädagogikunterricht und ihre Werke. Der Pädagogikunterricht, 4, 23–46.Google Scholar
  2. Amalvi, C. (2001). Répertoire des auteurs des manuels scolaires et de livres de vulgarisation historique de langue française: De 1660 à 1960. Paris: Boutique de l’histoire.Google Scholar
  3. de Baets, A. (1994). Profile of the History Textbook Author as a Mediator Between Historiography and Society. Internationale Schulbuchforschung, 16, 515–534.Google Scholar
  4. Baquès, M.-C. (2007). L’évolution des manuels d’histoire du lycée. Des années 1960 aux manuels actuels. Histoire de l’Education, 114, 121–149.CrossRefGoogle Scholar
  5. Foucault, M. (1998). What Is an Author? In J. D. Faubion (Ed.) & R. Hurley and Others (Trans.), Aesthetics, Method, and Epistemology. Essential Works of Foucault 1954–1984 (Vol. 2, pp. 206–222). New York: The New Press.Google Scholar
  6. Graves, N. (2016). A Textbook in Advance of Its Time: Geography for Youth Adapted to Different Classes of Learners. Unpublished manuscript.Google Scholar
  7. Hartling, F. (2009). Der digitale Autor. Autorschaft im Zeitalter des Internets. Bielefeld: transcript.CrossRefGoogle Scholar
  8. Heilenman, L. K. (1993). Of Cultures and Compromises: Publishers, Textbooks, and the Academy. Publishing Research Quarterly, 9(2), 55–67.CrossRefGoogle Scholar
  9. Horio, T. (1988). Educational Thought and Ideology in Modern Japan: State Authority and Intellectual Freedom. Tokyo: University of Tokyo Press.Google Scholar
  10. Jacobmeyer, W. (2011). Das deutsche Schulgeschichtsbuch 1700–1945. Die erste Epoche im Spiegel der Vorworte, Bd. 1. Berlin: LIT Verlag.Google Scholar
  11. Keiderling, T. (2002). Der Schulbuchverleger und sein Autor. Zu Spezialisierungs- und Professionalisierungstendenzen im 19. und frühen 20. Jahrhundert. In H. Werner Wollersheim, H.-M. Moderow, & C. Friedrich (Eds.), Die Rolle von Schulbüchern für Identifikationsprozesse in historischer Perspektive. Leipzig: Leipziger Universitäts-Verlag.Google Scholar
  12. Langström, S. (1997). The Textbook Tradition and the Voice of the Author. A Study in History and Didactics. Umea: Umea University Press.Google Scholar
  13. Macgilchrist, F. (2011). Schulbuchverlage als Organisationen der Diskursproduktion. Eine ethnographische Perspektive. Zeitschrift für Soziologie der Erziehung und Sozialisation, 31(3), 248–263.Google Scholar
  14. Macgilchrist, F. (2012). Global Subjects: Exploring Subjectivation Through Ethnography of Media Production. Pragmatics, 22(3), 417–445.CrossRefGoogle Scholar
  15. Müller, L. (2016). Schulbücher zwischen Verlagsarchiv und Erinnerungsort. Potenziale der Archivarbeit für die Schulbuchforschung. In S. Trültzsch-Wijnen, A. Barberi, & T. Ballhausen (Eds.), Geschichte(n), Repräsentationen, Fiktionen: Medienarchive als Gedächtnis und Erinnerungsorte (pp. 176–188). Köln: Herbert von Halem Verlag.Google Scholar
  16. Nishino, R. (2008). The Political Economy of the Textbook in Japan. With Particular Focus on Middle School History Textbooks, ca. 1945–1995. Internationale Schulbuchforschung, 30(1), 487–514.Google Scholar
  17. Nixon, J. (1999). Teachers, Writers, Professionals. Is There Anybody Out There? British Journal of Sociology of Education, 20(2), 207–221.CrossRefGoogle Scholar
  18. Perlmutter, D. D. (1997). Manufacturing Visions of Society and History in Textbooks. Journal of Communication, 47(3), 68–81.CrossRefGoogle Scholar
  19. Rohlfes, J. (1992). Wie abhängig sind Schulbuchautoren? Geschichte in Wissenschaft und Unterricht, 43, 235–237.Google Scholar
  20. Rothmund, E. (2005). Manuels, auteurs et éditeurs dans les premières décennies de l’enseignement scolaire de l’allemand. Histoire de l’Education, 106, 15–40.CrossRefGoogle Scholar
  21. Sammler, S., Macgilchrist, F., Müller, L., & Otto, M. (2016). Textbook Production in a Hybrid Age: Contemporary and Historical Perspectives on Producing Textbooks and Digital Educational Media. Eckert. Dossiers 6, urn:nbn:de:0220-2016-0073.Google Scholar
  22. Stichweh, R. (2005). Individuum und Weltgesellschaft. Handlungsmöglichkeiten in einem globalen Gesellschaftssystem. In E. Böhlke (Ed.), Montesquieu. Franzose – Europäer – Weltbürger (p. 117ff). Berlin: de Gruyter.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Marcus Otto
    • 1
  1. 1.Georg Eckert Institute - Leibniz-Institute for International Textbook ResearchBraunschweigGermany

Personalised recommendations