Abstract
The recent issue of Teaching Sociology (October 1988), which was devoted to a discussion of sociology textbook publication, made interesting reading. I have just completed a book (Agger 1989b) about sociology textbooks as prisms through which to the mainstream discipline of sociology and thus I can relate my own findings to the issues raised in Teaching Sociology. Although there is a growing literature on sociology textbooks (Agger 1989b, pp. 374-375; Herrick 1980; Maslow 1981; McCarthy and Das 1985; Morgan 1983; Papp 1981; Perrucci 1980; Porter 1981-82; Wells 1979) it is rare that faculty and editors engage directly with issues of pedagogic and disciplinary substance. Many of us tend to read sociology textbooks merely as compendia of conventional sociological wisdom governed by publishers' market concerns, and thus we ignore their contribution to the general discourse of the discipline. In my study, I evaluated the textbooks both in commercial terms and for
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