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Original Articles

The Culture and Commerce of the Textbook

Pages 147-162 | Published online: 29 Sep 2006

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Yuanze Zhu & Aibin Tang. (2023) An analysis of the nature of science represented in Chinese middle school chemistry textbooks. International Journal of Science Education 45:4, pages 314-331.
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Jennifer Leeman & Glenn Martínez. (2007) FROM IDENTITY TO COMMODITY: IDEOLOGIES OF SPANISH IN HERITAGE LANGUAGE TEXTBOOKS. Critical Inquiry in Language Studies 4:1, pages 35-65.
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Csilla Weninger & J. Patrick Williams. (2005) Cultural representations of minorities in Hungarian textbooks. Pedagogy, Culture & Society 13:2, pages 159-180.
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Lynne M. Webb, Amanda J. Bourgerie, Milton W. Schaper, Kayla B. Johnson, Krista L. Dubbs, Kylie N. Mountain, Kim K. Harp & Amber M. Walker. (2004) Gender and Diversity in Family Communication: A Content Analysis of the Four Undergraduate Textbooks. Journal of Family Communication 4:1, pages 35-52.
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Lynne Webb & Marceline Thompson-Hayes. (2002) Do Popular Collegiate Textbooks in Interpersonal Communication Reflect a Common Theory Base? A Telling Content Analysis. Communication Education 51:2, pages 210-224.
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Tamar Mayer. (1989) CONSENSUS AND INVISIBILITY: THE REPRESENTATION OF WOMEN IN HUMAN GEOGRAPHY TEXTBOOKS∗ . The Professional Geographer 41:4, pages 397-409.
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Patricia Vertinsky. (1989) Information Source Utilization and Teachers' Attributes in Physical Education: A Preliminary Test of a Rational Paradigm. Research Quarterly for Exercise and Sport 60:3, pages 268-279.
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Mariamne H. Whatley. (1988) Photographic Images of Blacks in Sexuality Texts. Curriculum Inquiry 18:2, pages 137-155.
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Articles from other publishers (14)

Kunkun Zhang. (2024) Analysing and evaluating the bilingual adaptation of English graded readers in China: A social semiotic multimodal discourse study. Humanities and Social Sciences Communications 11:1.
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Jingxue Ma. (2023) Promoting the formation of environmental awareness in children: the representation of nature in Chinese language textbooks. Journal of World Languages 0:0.
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Abraham Hernández Cubo. (2023) A cross-regional study on the recognition of dialectal diversity in the uses of Spanish past tenses in L2 Spanish textbooks. Revista Brasileira de Linguística Aplicada 23:4.
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Marián Arribas-Tomé. 2022. Avances investigadores y pedagógicos sobre la enseñanza del español: aportes desde el contexto universitario británico. Avances investigadores y pedagógicos sobre la enseñanza del español: aportes desde el contexto universitario británico 129 153 .
Mona L. Becker & Melanie R. Nilsson. (2022) College Chemistry Textbooks Aid and Abet Racial Disparity. Journal of Chemical Education 99:5, pages 1847-1854.
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Mustafa CEYLAN & Hunkar KORKMAZ. (2021) Çoğulculuk ve Sosyal Bilgiler Dersi Öğretim Programları (1924-2018): Eleştirel Bir Analiz*. Batı Anadolu Eğitim Bilimleri Dergisi 12:2, pages 469-499.
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Abraham Hernández Cubo. (2020) <i>¿Hoy te has levantado o te levantaste?</i> Treatment of dialectal variation in the presentation of past tenses in L2 Spanish textbooks published in Spain. Estudios de Lingüística Aplicada:69, pages 101.
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Ömer Gökhan Ulum & Dinçay KöksalÖmer Gökhan Ulum & Dinçay Köksal. 2019. Ideology and Hegemony of English Foreign Language Textbooks. Ideology and Hegemony of English Foreign Language Textbooks 203 222 .
Karen L. Biraimah. (2016) Moving beyond a destructive past to a decolonised and inclusive future: The role of ubuntu-style education in providing culturally relevant pedagogy for Namibia. International Review of Education 62:1, pages 45-62.
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Nigel Harwood. 2014. English Language Teaching Textbooks. English Language Teaching Textbooks 1 41 .
Elizabeth Macedo. (2004) A imagem da ciência: folheando um livro didático. Educação & Sociedade 25:86, pages 103-129.
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Margaret Sheehy. (2011) Illuminating constructivism: Structure, discourse, and subjectivity in a middle school classroom. Reading Research Quarterly 37:3, pages 278-308.
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Mariamne H. Whatley. (1989) A feeling for science: Female students and biology texts. Women's Studies International Forum 12:3, pages 355-361.
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Michael W. Apple & Lois Weis. (2017) Seeing Education Relationally: The Stratification of Culture and People in the Sociology of School Knowledge. Journal of Education 168:1, pages 7-34.
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