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School textbooks: The social selecti...

Wong, Sandra Leslie.

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School textbooks: The social selection of educational knowledge.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School textbooks: The social selection of educational knowledge./
作者:	Wong, Sandra Leslie.
面頁冊數:	302 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0877.
Contained By:	Dissertation Abstracts International52-03A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9122328

School textbooks: The social selection of educational knowledge.
Wong, Sandra Leslie.

School textbooks: The social selection of educational knowledge. - 302 p.

Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0877.

Thesis (Ph.D.)--Yale University, 1990.

This dissertation examines how choices about school knowledge are made in a state-level textbook selection process. Using Texas' centralized adoption and large schoolbook market as a case study, the thesis describes how different social groups seek to influence the presentation of topics related to gender, ethnicity, and cultural traditions. It analyzes written comments and oral testimony from 1964-1986 to show how protests reflect competing social interests and worldviews; it then assesses whether the process is permeable to these forms of public input.Subjects--Topical Terms:

626654
Education, Sociology of.

School textbooks: The social selection of educational knowledge.
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245 1 0 $a School textbooks: The social selection of educational knowledge.
300 $a 302 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0877.
500 $a Adviser: Paul J. DiMaggio.
502 $a Thesis (Ph.D.)--Yale University, 1990.
520 $a This dissertation examines how choices about school knowledge are made in a state-level textbook selection process. Using Texas' centralized adoption and large schoolbook market as a case study, the thesis describes how different social groups seek to influence the presentation of topics related to gender, ethnicity, and cultural traditions. It analyzes written comments and oral testimony from 1964-1986 to show how protests reflect competing social interests and worldviews; it then assesses whether the process is permeable to these forms of public input.
520 $a Interviews with participants, and observations at selection committee meetings and hearings, suggest that contrary to conventional beliefs about pressure group influence, parents and grass-roots organizations lack formal authority in the process. Decisions about content are made by professional educators, publishers, and state officials, who are more concerned with pragmatic, pedagogical, and technical priorities, than the substantive issues petitioners raise.
520 $a An analysis of content requirements and decision-making procedures indicates that while the statewide adoption is organized procedurally and administratively, it exercises less control over the prescription and evaluation of topics and events. Ambiguities with respect to content and purpose enable the state to mediate conflicting claims and diverse expectations. They are more characteristic of organized anarchy, than a tightly structured system.
520 $a The thesis discusses the theoretical implications of bureaucratic practices, technical interests and nonsubstantive values for cultural politics and classroom knowledge. It explores possibilities for formulating alternative logics, and making substantive matters a central concern in schoolbook production and evaluation.
590 $a School code: 0265.
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710 2 0 $a Yale University. $3 515640
773 0 $t Dissertation Abstracts International $g 52-03A.
790 1 0 $a DiMaggio, Paul J., $e advisor
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792 $a 1990
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