Recent textbook revision line created a ruckus in the state Karnataka, The amendment of sections belonging to great thinkers, social reformers, freedom fighters and writers – such as Basavanna, Kanakadas, Narayan Guru, Tipu Sultan, Periyar, Kuvempu and Ambedkar is not only hurting the sentiments of those who respect these individuals Rather, it is also an attack on the constitutional values that we collectively reward. Additionally, the unfair amendments have further derailed the education of children who are already bearing the brunt of being denied education along with other devastating effects of the pandemic for nearly two and a half years.
on-going sermons This suggests that the process of textbook revision is not only the exclusion or addition of certain lessons in the texts of language courses, but also changes in the social science textbooks of classes 6 to 10. By design, it is a deliberate attempt to promote a particular ideology, as opposed to the pre-existing and well-defined standard framework used for the determination of curriculum, school curricula, textbooks and their revision according to core constitutional values.
The purpose of this article is to examine the validity of the present undertaking textbook revisionAnd compare this with the state’s established, normative standards and mandates set for the amendment process.
Values and School Curriculum
The first National Curriculum Framework (NCF) of 1975, which is based on the first National Policy on Education of 1968, provides a well-defined framework for the determination of school curriculum. It states: “The values enshrined in our Constitution point to the development of a pluralistic open society and a state that is secular, democratic and socialist in nature. The school curriculum should incorporate these objectives and values into its structure, content, should reflect in the methodology—indeed, throughout its design.”
Subsequently, the framework was revised in 1988 as per the new National Policy on Education, 1986. The new framework reiterated that constitutional values should be kept in mind while designing the content and processes of education.
Thus, the process adopted so far for the preparation or revision of textbooks was based on a broad normative framework that corresponds to the aims and objectives of education. It proceeds with a well defined framework for the determination of curriculum based on the goals to be achieved by the process of education. Typically, these goals are derived from the international education policy framework, national policies and, most importantly, the constitution adopted by the nation state which defines the framework of nation-building based on certain core, non-negotiable values. In order to achieve the larger goals outlined in the NCF, the process of designing curriculum and thus developing appropriate textbooks, or revising them from time to time, should be based on the curriculum framework.
explained | Textbook controversy in Karnataka
attempt to distort
Attempts to deviate from core constitutional values and vision of an open, democratic, secular, pluralistic The state promoting a progressive vision for independent India began in 1998, when the Bharatiya Janata Party (BJP) came to power at the Centre. Hindutva ideology gradually penetrated the content of history books, and the process of rewriting history to promote Hindu nationalist ideology was aggressively pushed from the corridors of power to academic bodies such as the National Council of Educational Research and Training and the State Educational Council. explicitly pushed. Research and Training.
This process started through alterations in the aforesaid curriculum structure. The framework was revised in 1988, and later, a new NCF for school education based on Hindutva ideology was created. It must be firmly grounded in its philosophical, cultural and sociological tradition and must respond to its needs and aspirations. Therefore, the indigenousness of the curriculum is strongly recommended… The deep sense of patriotism and nationalism should also be inculcated in the students along with the spirit of Vasudhaiva Kutumbakam.
The present controversy needs to be understood in the context of the above statement, in which similar attempts were made between 1998 and 2004, when the BJP was in power. Through this, the BJP’s agenda of building a state based on Hindu nationalist ideology is revealed, using history textbooks to advance its vision of a narrow, communal and ‘Talibanized’ Hindu Rashtra.
Improvements in 2005
Subsequently, in 2004, the Congress-led United Progressive Alliance government began the process of fixing things by bringing constitutional values to the fore to be used as guiding principles, and in 2005 a new framework was created.
The NCF 2005 began with the Preamble of the Constitution, and reiterated the need for the Constitution to be the cornerstone while deciding the curriculum and syllabus of the textbooks. Quoted from National Policy on Education, 1986 NCF 2005: “The national education system will be based on a National Curriculum Framework, which includes a Common Core among other components that are flexible. The Common Core includes the history of India’s independence movement, constitutional obligations and will include other material necessary to nurture a national identity. These elements will be cut into subject areas and include India’s common cultural heritage, egalitarianism, democracy and secularism, equality of the sexes, protection of the environment, removal of social barriers, small Will be designed to follow family norms and promote values like scientific education. Anger. All educational programs will be run strictly in line with secular values.”
latest case of karnataka
The issue began with the Karnataka Brahmin Mahasabha submitting a memorandum to the government, Expressing displeasure over certain paragraphs of class 6 social science textbook As an aggrieved party raising objections about the content of the social science text is within the principles of natural justice in a democratic set up. However, such complaints need to be addressed in a procedural manner.
Trouble began when the Minister of Primary and Secondary Education arbitrarily ordered the original author and members of the Textbook Committee to remove the disputed portion from the textbook without any opportunity, in a note dated December 17, 2020. defend their point of view, and for inclusion of the said part, without examining the relevant evidence and references cited by them.
Another strange dimension of the incident is that the minister conceded that there could be more such issues in all language and social science lessons from classes 1 to 10, and asked the authorities concerned to constitute a committee of teachers and experts. Directed so that they can prepare a report on this. The same within 15 days from the date of his note. Following the arbitrary instructions issued in the note, on February 17, 2021, a circular was issued by the Managing Director of the Textbook Society to the Deputy Directors for Public Instruction and Block Education Officers across the state to exclude the controversial parts of teaching, learning was. Evaluation for the academic year 2020-21.
In addition, a government order was issued on September 8, 2021 to remove the controversial portion from texts of all mediums for the academic year 2020-21. The order also directed that a committee headed by Rohit Chakratirth would review the complex issues in social science, environmental studies and language textbooks for classes 1 to 10 in the state. Although it is clear from the government order that the said committee had only partial mandate to review the presence of any complex issues in the textbooks and submit a report within a time limit, in the absence of the committee involved in the revision of textbooks. Has been. a legal mandate. The committee does not have the authority to revise and rewrite the textbooks based on the defined curriculum structure and syllabus.
The amendment made by the committee without the mandate was approved in the meeting chaired by the current Primary and Secondary Education Minister on January 27, 2022. The minister also approved the detailed draft report of the amendment and directed the committee to submit it. The report was submitted by the Government through proper channels to the Managing Director on March 8, 2022. The next day, the file was placed by the Managing Director and sent to the Government for further orders. The government issued another order on March 19, 2022, giving ex-post facto approval to the detailed amendment made by the committee on the orders of the minister.
Interestingly, the government through the order overruled the entire revision process saying that if any objection is raised on the contents of the textbooks in future, Shri Chakratirtha will be responsible for responding.
not in the interest of children
The analysis of the chain of events reveals fundamental flaws in both the understanding of the aspects involved and the methodology adopted by the committee for revision of textbooks. This process is not in line with the larger standard framework. Furthermore, it devalues the content of various school subjects and perpetuates a short-sighted understanding of the subjects. The process of amendment has been made a mockery of distorting history and leaving lessons in line with the communal communal agenda of the present government.
Revision of textbooks, contrary to the normative framework, is undemocratic, unscientific, and undermines core constitutional values. This development is clearly dangerous and contrary to the best interest of the children and their future. Compromising the interests of children for narrow political gains is a sign of immature democracy.
, Niranjanaradhya VP is a Bengaluru-based development educationist,