Culture in textbooks of subject didactics. Discourse analytical perspectives on culture in teacher training

Abstract

Teachers transmit culture. The present study raises the question of how contexts of culture are presented in didactic textbooks used in university teacher training. To this end, textbooks of English, History and Music Didactics were identified in a multi-step procedure and evaluated using discourse analysis with regard to culture-related concepts. The results show that meaning-orientated cultural-theoretical concepts are used to respond to the contingency of culture, that aspects of difference are implicitly present in relation to proposals for practice, and nearly no offers are made to (prospective) teachers to deal meta-theoretically and self-reflectively with concepts of culture and cultural education.