Abstract
In commenting on our article, "Management Textbooks as Propaganda," Professors Gilbert and Mir provide stimulating observations regarding the purpose of textbooks, the role of management in the world of organizations, and the fundamental purposes of education. In our first article, we attempted to make explicit the ideologies furthered by our textbooks and pointed out that faculty members-as ultimate gatekeepers of the academic management knowledge that students receive-should be aware of their individual ideologies and choose and use textbooks (and other course materials) accordingly. Textbooks serve an appropriate function in helping to identify and articulate the content of ideologies, valid and reliable information, theories and frameworks, and the assorted perspectives that serve as the fodder for learning. [...]all three conditions are simultaneously present when considering knowledge about management as reported in textbooks: (a) Texts rely on valid, scientific information (the kettle is undamaged), (b) the discipline reports a dominant ideology (the kettle was already damaged), and (c) determining what perspectives dominate is a product of the marketplace (e.g., text adopters) more than text authors (I had nothing to do with damaging the kettle).
Document Type
Article
Publication Date
12-2003
Publisher Statement
Copyright SAGE PUBLICATIONS, INC. Dec 2003
Recommended Citation
Cameron, Kim S., R. D. Ireland, Robert N. Lussier, J. R. New, and Stephen P. Robbins. , "Replies to Commentaries on "Management Textbooks as Propaganda"," Journal of Management Education 27, no. 6 (2003): 739-743.