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Research

Using textbooks critically and helping pupils to do the same

Michael H. Romanowski

Research Summary

This is a critique of history textbooks. It analyses the language they use, what they leave out, the stories they tell and from whose point of view, and the ethical issues they sidestep, for example, the plight of Palestinian refugees. As shown below, it is very relevant to RE teaching.

Researcher

Michael H. Romanowski

Research Institution

Qatar University

What is this about?

Textbooks are a dominant educational tool, which do not deserve a reputation as impartial resources that teach facts and skills. They have to be used and approached critically.

What was done?

The methodology is to survey and scrutinise the language textbooks use, the narratives they promote, whose points of view they serve, what they leave out and what ethical issues they avoid.

Main findings and outputs

The findings are that through language choice, promotion of certain narratives and partial interests, omissions of content and avoidance of ethical issues, textbooks tend to give privilege to some voices and leave out others. However, this lack of balance can be addressed in the classroom.

Relevance to RE

RE teachers should find particular use in the professional practice strategies that are suggested, which are transferable to RE textbooks:

  • Don’t assume that pupils have prior knowledge of terminology. Take time to discuss the important words used, their possible meanings and the perspectives behind their use.
  • Teach pupils how a textbook’s version of an event is limited and one of many. Get them to ask questions about why an event is covered, whose viewpoint is given, whose left out, whose interests are served, whether the account is believable and backed up by other sources.
  • Draw on the ‘six facets of understanding’ of Wiggins and McTigue, asking students to explain (why is that so?), interpret (what does it mean?), apply (where else can I use this knowledge?); develop perspective (whose point of view is this?), empathy (do I understand it?) and self-knowledge (how does who I am shape my views?).

Generalisability and potential limitations

It shouldn’t be assumed that the problems are found in all or most RE textbooks, but the professional practice strategies offer good ways for teachers to teach pupils to use materials critically and develop understanding and responsibility.

Find out more

Michael H. Romanowski, ‘Reading Beyond the Lines’, in James R. Lewis, Bengt-Ove Andreassen and Suzanne Anett Thobro (eds.), Textbook Violence, Sheffield (Equinox): 2017, 7-23.

 

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