Textbook (non-)adoption motives, legitimizing strategies and academic field configuration

Mark Palmer, Geoff Simmons, Matthew Hall

Research output: Contribution to journalArticle

Abstract

Textbooks are an integral part of structured syllabus coverage in higher education. The argument advanced in this article is that textbooks are not simply products of inscription and embodied scholarly labour for pedagogical purposes, but embedded institutional artefacts that configure entire academic subject fields. Empirically, this article shows the various ways that motives of the (non-) adoption of textbooks have field institutional configuration effects. The research contribution of our study is threefold. First, we re-theorise the textbook as an artefact that is part of the institutional work and epistemic culture of academia. Second, we empirically show that the vocabularies of motive of textbook (non-) adoption and rhetorical strategies form the basis for social action and configuration across micro, meso and macro field levels. Our final contribution is a conceptualization of the ways that textbook (non-) adoption motives ascribe meaning to the legitimating processes in the configuration of whole subject fields.
Original languageEnglish
Pages (from-to)485-505
Number of pages21
JournalStudies in Higher Education
Volume38
Issue number4
DOIs
Publication statusE-pub ahead of print - 23 Aug 2011

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textbook
artifact
syllabus
vocabulary
coverage
labor
education

Keywords

  • textbook
  • institutionalism
  • adoption
  • rhetoric
  • legitimacy
  • artefacts

Cite this

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Textbook (non-)adoption motives, legitimizing strategies and academic field configuration. / Palmer, Mark; Simmons, Geoff; Hall, Matthew.

In: Studies in Higher Education, Vol. 38, No. 4, 23.08.2011, p. 485-505.

Research output: Contribution to journalArticle

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