In addition to offering insight into the discipline of sociology, sociology of education textbooks constitute a major source of sociological knowledge. This article examines the scholarly content of Indonesian sociology of education textbooks by focusing on the degree of commonality between their core content and sources, and between their core content and academic scholarship. The results of this examination reveal a low level of commonality among the core contents of the seven selected textbooks—a heterogeneity that reflects not so much the plurality of Indonesian society and educational institutions or the application of sociological theories and approaches required by the Indonesian curriculum, but rather the diversity of the textbooks’ sources and their authors’ scholarly publication records.
Jonathan A. Allan, Chris Haywood, and Frank G. Karioris
the register of the discussion. Any editorial remarks in the first issue of a new journal are bound to read something like a manifesto, as they set out not simply the tone of the scholarly content to come, but they also put forward some of the crucial