The Role and Purpose of Textbooks

Crawford, Keith

doi:10.18546/herj.03.2.01

Cited by 25 publications

(21 citation statements)

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“…Karenanya, kemudian muncul sejumlah metafora simbolik terkait dengan buku teks, seperti 'it was a textbook operation', 'it was a textbook takeoff' atau 'it was all done by the textbook.' Metafora ini secara simbolik menggambarkan betapa buku teks mampu menggambarkan beragam bentuk dan makna sosial dan perilaku secara mendalam dalam berbagai konteks (Crawford, 2003a).…”

Section: Pendahuluanunclassified

Individu, Komunitas, Dan Negara Dalam Konteks Pembentukan Community Civics

Farisi¹,

Lukiyadi²

2016

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Abstrak. Penelitian ini bertujuan untuk mendeskripsikan status dan peran individu, komunitas, dan negara-bangsa bagi pembentukan kewarganegaraan komunitas sebagaimana dikonstruksi di dalam buku-buku teks Ilmu Pengetahuan Sosial SD. Penelitian menggunakan teknik analisis konten kualitatif. Sumber data penelitian adalah enam buku teks elektronik IPS-SD kelas I-VI SD/MI karya Nursa'ban dan Rusmawan (2008; 2010a,b) (kelas I-III); Suranti dan Setiawan (2009a,b) (kelas IV-VI). Hasil penelitian menunjukkan bahwa secara pedagogis status dan peran individu komunitas, dan negara-bangsa bagi pembentukan kewarganegaraan komunitas dikonstruksi sejalan dengan ideologi "tertib-sosial" dan "tipe ideal" melalui penggunaan simbol, slogan, pesan, tujuan, dan gagasan, serta didukung melalui penggunaan politik kesejarahan. Persoalan-persoalan demokrasi seperti konflik sosial, isu dan masalah kontemporer dan kontroversial di wilayah tabu yang juga merupakan persoalan nyata masyarakat belum banyak diungkap karena dianggap dapat mengganggu tertib-sosial dan tipe ideal yang dicitakan. Kata Kunci: buku teks, sekolah dasar, ilmu pengetahuan sosial, kewarganegaraanAbstract. This study was aimed to describe the individual, community, and country status and roles for the formation of community citizenship as constructed in textbooks of Social Science in elementary schools. The study utilized the qualitative content analysis technique. The data sources were six electronic textbooks of Social Science for elementary school students for grades I-VI written by Nursa'ban and Rusmawan (2008; 2010a,b) (grades I-III); written by Suranti and Setiawan (2009a,b) (grades IV-VI). The findings of the study showed that the individual, community, and country status and roles for the community citizenship formation was constructed in accordance with the "social-order" and "ideal-type" ideology through the use of symbols, slogans, messages, objectives, and ideas, and supported by the use of the historical policy. Problems of democracy such as social conflicts and issues, contemporary and controversial problems in the closed areas as real community problems had not been explored because it could disrupt the social order and ideal type.

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Section: Pendahuluanunclassified

Individu, Komunitas, Dan Negara Dalam Konteks Pembentukan Community Civics

Farisi¹,

Lukiyadi²

2016

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“…Since "school textbooks are the dominant definition of the curriculum in schools" (Crawford, 2003:3), they are seen to play an extensive role in the South African classroom (Report on History and Archaeology, 2000; Chisholm, 2013). LaSpina (1981:1) maintains that "History textbooks seem to occupy a place in education that is similar to traditional religious sacred books, transmitting our past and cultural heritage" and this has not changed much in most South African classrooms, regardless of technological advancement, e-learning and internet access in some schools.…”

Section: Textbook Studiesmentioning

confidence: 99%

Using genre to describe the progression of historical thinking in school history textbooks

Bharath

Bertram

2015

Yesterday today

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The focus of this paper is to describe how progression in historical thinking manifests across seven South African textbooks, one each from Grade 3 to Grade 9. This paper argues that one way in which progression in historical thinking is signalled in textbooks is by the genre type of the texts with which learners are required to engage. Our starting premise is that the development of historical thinking requires both substantive and procedural knowledge, or both first order and second order historical concepts. This paper presents only the genre analysis of a broader study which is informed by a combination of concepts from the fields of history education, sociology of knowledge and the genre approach of Systematic Functional Linguistics. The findings indicate that in terms of the texts that learners must read, there is a clear movement from the recording genre to the explaining genre and then to the interpretation genre across the seven books. The complexity of the substantive knowledge also increases as it moves from local contextualised knowledge to knowledge that is removed from the learner's context in both geography and time (decontextualized knowledge). In terms of writing demands, it is only in Grade 6 that learners commence writing explanations and thus engaging with the concept of cause and effect. It is only in Grade 9 that learners are expected to engage with writing multi-perspectives or to interpret and argue for a particular perspective as they are introduced to a range of different sources. This paper argues that using genre as a methodological tool can illuminate some aspects of progression of both first order and second order concepts in history.

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“…Vollmers (1996) argues that only a textbook favoured by academics as a teaching tool will appear in multiple editions. In other words, given the reliance on textbooks in courses, the leading or most popular textbooks are most likely to represent the accepted body of knowledge 4 (Apple & Christian-Smith, 1991;Crawford, 2003).…”

Section: Proxy For Management Accounting Educationmentioning

confidence: 99%

Does academic management accounting lag practice? A cliometric study

MacDonald

Richardson

2011

Accounting History

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The schism between accounting practice and the accounting academy has been a lament of accountants for many decades. This schism has two aspects -the schism between research and practice and the schism between education and practice. This article focuses on the later schism and uses a statistical approach to compare the dates of introduction of new management accounting concepts into accounting education and the professional body of knowledge over the period 1967 to 1997. The results indicate that, on average, accounting education lags practice and the length of the lag has increased since the early 1980s. The study contributes to the growing use of cliometrics (quantitative analysis) in accounting history, provides new empirical data on the accounting schism and offers insights for the profession and academy on the pattern of knowledge transfer. The use of new sources and a different research method offer additional insights on the established themes of "relevance lost" and the "accounting lag" in the management accounting and accounting history literatures.

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The Role and Purpose of Textbooks

Cited by 25 publications

References 0 publications

Individu, Komunitas, Dan Negara Dalam Konteks Pembentukan Community Civics

Individu, Komunitas, Dan Negara Dalam Konteks Pembentukan Community Civics

Using genre to describe the progression of historical thinking in school history textbooks

Does academic management accounting lag practice? A cliometric study

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