Instructional Manuals of Boundary-Work: Psychology textbooks, student subjectivities, and disciplinary historiographies

I. Flis

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This article aims to provide an overview of the historiography of psychology textbooks. In the overview, I identify and describe in detail two strands of writing histories of introductory textbooks of psychology and juxtapose them to provide an integrated historiography of textbooks in psychology. One strand is developed by teachers of psychology—first as a general approach for investigating textbooks in a pedagogical setting, and then later upgraded into a full history of psychology textbooks in America. The other strand follows a more familiar perspective of historians of science and historians of psychology who build on various post-Kuhnian and post-Foucauldian perspectives on textbooks. I make an argument for integrating these two views for a more comprehensive historiography of textbooks in psychology, recasting textbooks as objects of research and sources that are interesting sui generis for historians of psychology in their investigations.
Original languageEnglish
Pages (from-to)258–278
JournalJournal of the History of the Behavioral Sciences
Volume52
Issue number3
DOIs
Publication statusPublished - 6 May 2016

Keywords

  • History of Psychology
  • Textbook History
  • Psychology
  • Science Pedagogy

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