Textbooks and the problem with official knowledge
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The document critiques the current state of textbooks and curricula, highlighting their control by a few major publishers and the resulting prescriptive nature that limits critical thinking in education. It emphasizes that curricula often present ideologically charged material as official knowledge, discouraging students from questioning and exploring diverse perspectives. The document advocates for teachers to supplement official textbooks with various alternative sources to foster critical examination and deeper understanding among students.
Textbooks and the problem with official knowledge
- 1. Official Knowledge: Textbooks, State (corporate) Curriculum, and Flawed Information © 2014, John Wesley White, University of North Florida
- 2. Con-text Textbooks are the dominant form of curriculum/content in our schools -In 1990, 70% of textbooks were controlled by ten largest publishers (Apple, 1990) -Since 1990, large publishers have ‘absorbed’ smaller publishers -Today, four (4) companies control 90+ percent of the textbook market Apple, M. (1990). The political economy of text publishing. Educational Theory 34(4), 307-319. Crismore, A. (1989). Rhetorical form, selection, and use of textbooks. Technical Report 454. Accession Number: ED 303798. © 2014, John Wesley White, University of North Florida
- 3. Con-text States (like Florida) have a centralized textbook adoption system, a group of people who choose all books for all content areas in all districts - Districts MUST purchase new textbooks per state mandate, regardless of their need for said textbooks - New standards require new texts -Textbooks must appeal to widest audience - Widest audiences are state textbook adoption agencies (Texas, Califorina, and FLORIDA = > 30+% of textbook sales) - Publishers choose ‘appropriate’ or sanctioned textbooks for an entire state system (Apple, 1990) - Textbooks avoid controversy in order to appeal to those with purchasing power, who themselves are—most often—appointed by high state officials Apple, M. (1990). The political economy of text publishing. Educational Theory 34(4), 307-319. Crismore, A. (1989). Rhetorical form, selection, and use of textbooks. Technical Report 454. Accession Number: ED 303798. © 2014, John Wesley White, University of North Florida
- 4. Con-text Textbooks are now more prescriptive than ever. Districts are increasingly forced to purchase* “managed learning systems” from four major publishers - These ‘systems’ prescribe the exact content to be taught (curriculum), the manner in which it is taught (pedagogy), the pace at which teachers must teach (pacing guides), and the assessments teachers must use to gauge student learning (embedded assessments) - This is commonly referred to as “scripted curriculum” *Districts are generally required to purchase textbooks that the state has selected through district funds. This is a form of unfunded mandate. To ensure compliance—aka “fidelity” to the state-approved curriculum—the state aligns its tests directly to the content in that curriculum (teaching to the test) With Value Added Accountability systems, teachers are held accountable to students knowing the specific content that the state selected. © 2014, John Wesley White, University of North Florida
- 5. Con-text Primary Questions • Why is the business of textbooks and curricula problematic for our students and us as teachers? • Does the form of a curriculum—and especially its primary driver, the textbook—discourage divergent thinking? • Are students encouraged to critically examine curricula/textbooks? –What happens in textbooks themselves that discourages critical questioning/examination? –How does the form and style of the textbook limit critical thinking? • What components of a textbook authorizes the text or makes the information therein seem ‘official’ to students or to teachers? © 2014, John Wesley White, University of North Florida
- 6. Con-text Primary Questions • Does the form of a curriculum—and especially its primary driver, the textbook—discourage divergent thinking? • Are students encouraged to critically examine curricula/textbooks? –What happens in textbooks themselves that discourages critical questioning/examination? –How does the form and style of the textbook limit critical thinking? • What components of a textbook authorizes the text or makes the information therein seem ‘official’ to students or to teachers? © 2014, John Wesley White, University of North Florida
- 7. The Infallible Official Curricula The curricula we teach is generally presented—by teachers, by authors, and by their publishers—as unquestionable. Its content, however, ideological and politically charged. The fact that curricula is developed by “experts” and comes from the state gives that material credibility that other sources of information do not have. The format of the curricula and the narrative form within the curricula suggests that it is ‘official’ and not prone to question. © 2014, John Wesley White, University of North Florida
- 8. Con-text © 2014, John Wesley White, University of North Florida
- 9. Textbook Myths What myths have been perpetuated by textbooks and have, subsequently, become ‘common knowledge’? SCIENCE Intelligence remains constant Different people have radically different DNA (sexes, races, etc.). The evidence of global warming in inconclusive. Evolution and Creationism are both relevant scientific theories. SCIENTISTS USE THE SCIENTIFIC METHOD? Not always and not fully. LAKES AND OCEANS ARE BLUE BECAUSE THEY REFLECT THE BLUE SKY? No. CLOUDS REMAIN ALOFT BECAUSE WATER DROPLETS ARE TINY? Wrong! THE SKY IS BLUE BECAUSE OF COMPLICATED PHYSICS No, it's simple. SOUND TRAVELS BETTER THROUGH SOLIDS & LIQUIDS? No, it doesn't. GRAVITY IN SPACE IS ZERO? It's actually strong. GASES ALWAYS EXPAND TO FILL THEIR CONTAINERS? Not quite. FRICTION IS CAUSED BY SURFACE ROUGHNESS? Obsolete idea! See: http://www.amasci.com/miscon/miscon4.html#mis © 2014, John Wesley White, University of North Florida
- 10. Textbook Myths What myths have been perpetuated by textbooks and have, subsequently, become ‘common knowledge’? ELA - There are “correct” and specific interpretations of literature (that the experts alone decide). - Grammar and syntax consists of long-established rules that do not change. - Spelling does not change with time, generations, or contexts. - Black Vernacular English (‘Ebonics’) is a linguistically inferior form of speech - Mark Twain was a racist. - The five paragraph essay is the best form of expository writing. - Technology is hurting how students write. See: http://www.amasci.com/miscon/miscon4.html#mis © 2014, John Wesley White, University of North Florida
- 11. Textbook Myths ELA A Drinking Song WINE comes in at the mouth And love comes in at the eye; That’s all we shall know for truth Before we grow old and die. I lift the glass to my mouth, I look at you, and I sigh. - W. B. Yeats – How are students supposed to interpret this poem? – What is it’s ‘official’ meaning? © 2014, John Wesley White, University of North Florida
- 12. Textbook Myths ELA My Papa’s Waltz - Theodore Roethke – How are students supposed to interpret this poem? – What is it’s ‘official’ meaning? © 2014, John Wesley White, University of North Florida
- 13. Textbook Myths ELA The ‘one best’ answer (FCAT example) © 2014, John Wesley White, University of North Florida
- 14. Textbook Myths What myths have been perpetuated by textbooks and have, subsequently, become ‘common knowledge’? Social Studies -Columbus “discovered” new world. -Europeans brought farming and agriculture to a hunter-gatherer people. -Native Americans and African Americans fought for American freedom in the Revolutionary War. -The “founding fathers” were deeply religious people who wanted the U.S. to be a Christian nation. -Slaves were relatively content with their situation and not prone to resistance. -Woodrow Wilson was a great, progressive, and visionary leader. -Helen Keller was notable solely for overcoming her disabilities. Loewen, J. (1995). Lies my teacher told me: Everything Your American History Textbook Got Wrong. New Yokr: Touchstone. © 2014, John Wesley White, University of North Florida
- 15. Textbook Myth & Bias Official “view” of the world The Mercator map (above) is the most common world map used in American textbooks and Social Studies Classrooms © 2014, John Wesley White, University of North Florida
- 16. Textbook Myth & Bias Our “view” of the world Question: What are the ‘hidden’ messages conveyed by the map? © 2014, John Wesley White, University of North Florida
- 17. Textbook Myth & Bias Our “view” of the world Question: What are the ‘hidden’ messages conveyed by the map? 1) U.S. is at the ‘center’ of the world. 2) Distortion of the sphere (the world) makes Greenland look as large or larger than Africa (Africa is 14 times larger) 3) Antarctica is cropped from many maps or deleted altogether, thus giving far greater weight to the northern hemisphere. 4) In many mercator maps, Alaska looks almost as large as South America when, in fact, South America is much larger. © 2014, John Wesley White, University of North Florida
- 18. Textbook Myth & Bias Other Ways to View the World © 2014, John Wesley White, University of North Florida
- 19. Textbook Myth & Bias Other Ways to View the World See: http://historymatters.gmu.edu/mse/maps/question4.html © 2014, John Wesley White, University of North Florida
- 20. Textbook Myth & Bias Other Ways to View the World See: http://www.softpedia.com/progScreenshots/Alternative-World-Map-Creator-Screenshot-91596.html © 2014, John Wesley White, University of North Florida
- 21. Textbook Myth & Bias Other Ways to View the World World Population © 2014, John Wesley White, University of North Florida
- 22. Textbook Myth & Bias Other Ways to View the World Control of Wealth (2015) Living Wage Animation © 2014, John Wesley White, University of North Florida
- 23. Textbook Myth & Bias Other Ways to View the World Prevalence of Obesity © 2014, John Wesley White, University of North Florida
- 24. Textbook Myth & Bias Other Ways to View the World World Nations NOT Using the Metric System © 2014, John Wesley White, University of North Florida
- 25. Textbook Myth & Bias If we are to teach students ‘truth’ (when/if there is such a thing), we must move beyond textbooks and official curricula if we are to get them to critically examine their world and the ideas they’ve been told/sold. © 2014, John Wesley White, University of North Florida
- 26. Textbook Myth & Bias Greatest Nation Myth (officially sanctioned ethnocentrism and nationalism) -Citizens of the United States have many things to be proud of historically and currently. One of the purposes of education should be to teach these things. -But, teaching only ‘one side’ of an issue—either overtly or through omission: - Promotes ethnocentrism and nationalism - Shields students from truths that can inform and foster change - Inhibits critical thinking skills - Supports the status quo (why change something that is perfect?) © 2014, John Wesley White, University of North Florida Scene from “The Newsroom”
- 27. Greatest Nation Myth Within school and in society more generally, we promote both the ‘greatest nation’ idea and the following beliefs/cliches: - Knowledge is power - The truth will set you free - The more you know… - “Knowledge is love and light and vision” - “To know what you know and what you do not know, that is true knowledge” - Think outside the box © 2014, John Wesley White, University of North Florida
- 28. Greatest Nation Myth Within school and in society more generally, we promote both the ‘greatest nation’ idea and the following beliefs/cliches: - Knowledge is power - The truth will set you free - The more you know… - “Knowledge is love and light and vision” - “To know what you know and what you do not know, that is true knowledge” - Think outside the box Why, while claiming to value knowledge and creative thinking, do those in charge of curricula fear nuance, context, alternative points of view, nuance, and complexity? Similarly, if we are ‘the greatest nation,’ what do we have to fear from additional and equally ‘truthful’ information? © 2014, John Wesley White, University of North Florida
- 29. Moving Beyond Textbooks & Official Curricula Critical theorists (including advocates for ‘liberation theology’ such as Freire) believe that teachers have an ethical duty to present students with a variety of information from which they can—with scaffolding and support—construct new truths. In an era of corporately-produced hegemonic textbooks and curricula, teaching complexity means supplementing—or even deviating from—the official curricula whenever doing so best serves their students. Evidence shows that more in-depth time exploring an issue/concept in detail results in higher test scores than does covering a wide range of material more superficially. Similarly, when students’ test scores are ‘proficient’ or above, administrators are loathe to question teachers’ methods. © 2014, John Wesley White, University of North Florida
- 30. Other Texts & Sources of Information Putting Information into Context • “Revisionist” history • Matching Fiction with History/Science • Interactive Maps • Newspapers/Magazines • Original Source Material • Graphic Novels • Plays/Movies • Picture Books •Art & Music from the Period • Electronic Sources (to include social networking) © 2014, John Wesley White, University of North Florida
- 31. Trade Books You can use texts—often relatively short texts—to help make the information you are teaching “come alive” for students Using trade books encourages reading and promotes better reading Using trade books promotes deeper content understanding Reading Trade books yourself offers you insights into a) the ways the younger generation thinks & b) ways to be creative with lessons. © 2014, John Wesley White, University of North Florida
- 32. Trade Books © 2014, John Wesley White, University of North Florida
- 33. Propaganda © 2014, John Wesley White, University of North Florida
- 34. Iconic Photographs: History © 2014, John Wesley White, University of North Florida
- 35. Iconic Photographs: War © 2014, John Wesley White, University of North Florida
- 36. Iconic Photographs: Suffering © 2014, John Wesley White, University of North Florida
- 37. Photographic Reality: How People Live © 2014, John Wesley White, University of North Florida
- 38. Supplementing with Technology In addition to the basic internet search: -Mapping wars (World War II in the Pacific for example) -Lewis and Clark’s trek across the west -Shakelton’s misadventure in the Antarctic -Spread of a real or imagined pandemic -Huck’s ride down the Mississippi -Underground Railroad -Stanley and Livingstone -Distance, Direction, Geometry (math) -City Planning (grids) -Real-world science and math problems (e.g., suspension bridges, the “Chunnel”) -GAMING © 2014, John Wesley White, University of North Florida
- 39. Electronic Sources of Information Joshua Slocum & His Voyage on Spray Click HERE for YouTube video of how the creator made this site © 2014, John Wesley White, University of North Florida
- 40. Website Bias Find out who “owns” or created the site: http://www.whois.net/ Do a simple Google search with the URL address and see what other topics or links come about (check out their content) Look closely at a Web site's URL. Does it contain a tilde (~)? - these tiny changes to a URL web address mislead; they often seem to come from reputable places, such as a university or government site (http://www.unf.edu/~coehs/), but are not reputable. Often universities and other organizations give students or outsiders web space (hosting) but they do not control the content of the site. Help students make objective searchers (vs. highly subjective searches that result in biased information, e.g., “why dogs are better pets than cats” or “government sucks” © 2014, John Wesley White, University of North Florida
- 41. Supplementing Textbooks BRAINSTORM—now and more importantly in the coming weeks—ways that you might deviate from or add supplements to textbooks: – What materials could you use in your content area to supplement textbooks and the “official” curricula? • What information might you find that puts the information into context? • What kinds of questions can you pose that might prompt critical thinking? • What might be the result—positive and negative—of creating ‘disequilibrium’ in your students? © 2014, John Wesley White, University of North Florida