Tensions between textbook pedagogy and the literacy practices of the disciplinary community: A study of writing in first year economics

Paxton, Moragh

doi:10.1016/j.jeap.2007.04.003

Cited by 24 publications

(18 citation statements)

References 5 publications

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“…The diversity of perspectives held by the environmental community is largely lost in the standard textbooks and it seems as though many textbook authors have drawn on the least sophisticated exemplars of environmental thought. Consistent with the neglect of referencing and attribution that other researchers have found in principles texts (Paxton, 2007), rarely do the texts quote specific environmentalists or provide sources to allow readers to verify the accuracy of the text's description of the positions and claims purportedly put forward by environmentalists:…”

Section: Encounters With Contentmentioning

confidence: 88%

Introductory economics textbooks: what do they teach about sustainability?

Green¹

2012

IJPEE

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In response to accelerating ecological deterioration, many universities have made commitments to integrate sustainability across the curriculum and to ensure they graduate ecologically responsible citizens. This study involves a content analysis of the coverage of environment-economy linkages in introductory economics textbooks. In North America, introductory economics courses tend to cover similar content and to rely heavily on textbooks. A small number of standard textbooks dominate this market. Standard introductory economics textbooks in current use in British Columbia, Canada were included in the study as well as three leading US textbooks. These were contrasted against a pair of micro/macro introductory texts explicitly written to address sustainability. The standard textbooks are found to largely ignore or mischaracterise environment-economy linkages and to include little content that would help further student understanding of sustainability. Universities that have made a commitment to integrate sustainability across the curriculum should examine carefully the textbooks used in their introductory economic courses and give preference to textbooks that have integrated sustainability-relevant content throughout the text and have addressed both environment-economy linkages and the challenge of sustainability with sophistication.

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Section: Encounters With Contentmentioning

confidence: 88%

Introductory economics textbooks: what do they teach about sustainability?

Green¹

2012

IJPEE

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“…Nilson, 2007); textbooks (e.g. Paxton, 2007) or by sequences of passive lectures that promote rote learning .…”

Section: Theory-practice Gapmentioning

confidence: 99%

Considering the concept of recipience in student learning from a modified Bernsteinian perspective

Kinchin

Winstone

Medland

2020

Studies in Higher Education

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The concept of recipience is emerging within the literature as a useful idea to inform our understanding of student engagement with feedback. In this paper the applicability of the concept of recipience is broadened from its origins in the literature on student feedback to consider its role in developing student knowledge structures that are more receptive to development. This will promote cumulative/meaningful learning that is required to construct professional knowledge. By drawing on Legitimation Code Theory, and visualising the morphology of target knowledge structures in relation to their position on the semantic plane (of semantic gravity vs. semantic density), a fresh perspective is offered to inform student learning that can suggest ways of enhancing the quality of student learning. This is achieved by explicitly enabling the construction of a more coherent perspective of the knowledge terrain generated by complex curricula.

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“…Writers of textbooks often propagate ideologies that serve to maintain the status quo as it relates to the order of the economic world (Cameron, Ireland, Lussier, New, & Robbins, 2003). Paxton argued that the discourse of canonisation used as technique by economics textbook writers gives the impression that contentious statements stand as facts (Paxton, 2007).…”

Section: A Brief Overview Of Key Issues In the Extant Literaturementioning

confidence: 99%

Phantasmagoria: communicating an illusion of entrepreneurship in South African school textbooks

Maistry

David

2017

Educ. res. soc. change.

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In this article, we examine discourses of entrepreneurship manifest in selected textbooks used in South African primary schools in the postapartheid era. While an attempt was made to purge school textbooks of discriminatory subject matter, the extent to which new powerful discourses have replaced apartheid ideology remains unknown. There is little dispute that school textbook content communicates subliminal messages about the world. Using critical discourse analysis, we reveal constituted and constitutive ideology at work in the textbooks under study. A dominant discourse that emerged was that individuals in society are responsible for their own economic sustainability despite prevailing and historic conditions of oppression and subjugation, and that entrepreneurship is a readily viable way to achieve economic emancipation because it naturally leads to wealth creation. It communicates as a subtle yet deliberate attempt by the state to displace its responsibility for the economic welfare of the individual citizen. The textbooks uncritically legitimate the values of the neoliberal market system. In this paper, we urge the development of a heightened sensitivity when teacher educators, teachers, and learners engage with such ideological persuasions.

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Tensions between textbook pedagogy and the literacy practices of the disciplinary community: A study of writing in first year economics

Cited by 24 publications

References 5 publications

Introductory economics textbooks: what do they teach about sustainability?

Introductory economics textbooks: what do they teach about sustainability?

Considering the concept of recipience in student learning from a modified Bernsteinian perspective

Phantasmagoria: communicating an illusion of entrepreneurship in South African school textbooks

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