In the digital age, do we still need textbooks?
It is often pointed out that textbooks make students’ backpacks heavier. They also put a strain on budgets and are not easy to replace as changes to the curriculum are happening at an ever-faster pace—as evidenced by the debates in the regions regarding the purchase of the next set of high school textbooks, in line with the baccalaureate reform.
Sylvain Wagnon, University of Montpellier
However, beyond these practical drawbacks, textbooks continue to hold strong symbolic significance, shaping the imagination and memories of generations of students (as evidenced by examples such as the “petit Lavisse” for history or the “Lagarde and Michard” series for French), marking the beginning and end of the school year—from the time they are distributed to the time they are returned.
How can we explain this longevity and significance? What does the future hold for textbooks in an era of multiple ministerial reforms and the “all-digital” trend?
A versatile tool
A printed work that brings together a body of knowledge in a given discipline, the textbook is a “historical false obviousness,” as Alain Choppin, a pioneer in studies on this subject, has written. Indeed, as a multifaceted educational tool, it serves as an interface between the institution and teachers, between students and teachers, and between families and the institution. It is also a commercial product because, in France, educational publishing is a major economic market, accounting for 14% of the sector’s annual revenue.
As the custodian of “official history,” the textbook reveals political agendas and potential forms of discrimination. In 2008, a report by the HALDE analyzed and denounced the sexism in French textbooks, which reflect the patriarchal dominance of our society. A recent study by the Georg Eckert Institute noted that, while textbooks in most countries around the world—including France—increasingly mention women’s rights, women are still portrayed today in traditional or subordinate roles relative to men.
School textbooks are indeed a major societal issue, and it is no coincidence that Viktor Orbán’s Hungarian government is using them to perpetuate gender inequality in line with its reactionary policies.
Educational Choices
As vehicles for values, representations, and stereotypes, textbooks offer fertile ground for research. Consequently, critical analysis of these texts has led to numerous studies on the construction of a national myth, as explored by Suzanne Citron, and on the “schooling of history,” as examined by Laurence De Cock and Emmanuelle Picard.
Within the field of history, the analysis of textbooks also provides insight intothe evolution of curricula and the transformations of a school subject. This is a project the University of Montpellier has been pursuing for fourteen years, and it has recently led to a conference on disciplinary norms and the “school form,” to use the sociologist Guy Vincent’s terminology.
Indeed, the question arises as to whether textbooks contribute to the slow pace of pedagogical change and the compartmentalization of knowledge. These debates are not new, and early20th-century figures such as Célestin Freinet were strongly opposed to textbooks. Even though the slogan “no more textbooks” was primarily an effort to question their use rather than to ban textbooks as such, it was indeed an attack on traditional teaching methods.
Currently, the role and place of textbooks are at the center of debates and pedagogical decisions regarding reading instruction, with a comprehensive analysis by the CSEN (Scientific Council for National Education) and ministerial recommendations guiding the selection of reading textbooks.
New Uses
Does the digital age spell the end of the textbook? Even though digital formats are becoming more widespread due to the cost of printed books, students remain attached to paper, and younger generations distinguish between reading on paper and reading on a screen.
In the field of education, a survey of educational publishers highlights that 71% of teachers report using print textbooks with their students, while 17% use digital textbooks. However, beyond this modest gain in the use of digital textbooks, the way teachers use textbooks is changing.
In fact, the same study finds that one in two teachers uses resources other than textbooks, particularly online resources. Their role in lesson planning is therefore diminishing, even though the main advantage of textbooks remains that they make lesson preparation easier for 73% of teachers and save time for 66%.
Digital technology undeniably poses a challenge to textbooks by creating a new environment for thought and action. It also presents an opportunity to make textbooks accessible to children with disabilities, particularly visual impairments.
The sweeping reforms to school curricula since 2016—which have accelerated since 2018—appear to be turning the situation upside down. In January 2019, educational publishers alerted government authorities to the challenges of updating all textbooks at such a rapid pace. The issue of funding has arisen in both elementary and secondary education. Some regions are considering scaling back textbook purchases and wish to transition to an all-digital system to avoid new expenses.
This development is causing concern among some teachers because of the hasty nature of such a measure and the risk of losing the freedom to choose a textbook. Isn’t there a risk that the choice of a digital textbook will be driven by financial considerations rather than a thoughtful assessment of the new teaching methods it could offer?
Sylvain Wagnon, Full Professor of Education, School of Education, University of Montpellier
This article is republished from The Conversation under a Creative Commons license. Readthe original article.