The Textbook as Discourse: Sociocultural Dimensions of American Schoolbooks

The Textbook as Discourse: Sociocultural Dimensions of American Schoolbooks


Editors: Eugene F. Provenzo Jr., Annis N. Shaver, Manuel Bello

School or Department

English, Literature, and Modern Languages



The central assumption of The Textbook as Discourse is this: interpreted in the flow of history, textbooks can provide important insights into the nature and meaning of a culture and the social and political discourses in which it is engaged. This book is about the social, political and cultural content of elementary and secondary textbooks in American education. It focuses on the nature of the discourses—the content and context—that represent what is included in textbooks. The term "discourse" provides the conceptual framework for the book, drawing on the work of the French social theorist Michel Foucault. The volume includes classic articles and book chapters as well as three original chapters written by the editors. To enhance its usefulness as a course text, each chapter includes an Overview, Key Concepts, and Questions for Reflection.



Publication Date





New York, NY


Curriculum and Instruction | Education

About the Author

Annis Shaver has been teaching at Cedarville University since 2005. In addition to German, she also teaches English Composition, English for Academic Purposes, and Linguistics. As the wife of a career Army officer, she has taught German and English in locations across the United States and in Germany, in both academic and non-academic venues. She has presented at numerous professional conferences, including the American Educational Research Association (AERA), Teaching English to Speakers of Other Languages (TESOL), and The History of Education Society (HES). She has published in The Journal of Research in Science Teaching, and Journal of Teaching and Teacher Education. Her research interests include pragmatic language and the history of language instruction.

Visit Dr. Shaver's SelectedWorks page.

The Textbook as Discourse: Sociocultural Dimensions of American Schoolbooks