To begin with, N.C.E.R.T textbook focuses on inculcating creativity and treats children as participants in learning, not as receivers of a fixed body of knowledge. The textbook objectives are to enhance endeavor by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups and activities requiring hands-on experience. The texts also aim at locating the implications of the mutual interaction between text and learners.
Being social science textbooks, it expresses different points if views and image of the learner conveyed through the text. The textbook shows the clear picture of social inequalities prevailed in the society. The NCERT textbooks presentation of the content and style of writing uses consistent approach which holds the promise of engaging children while endeavoring to build upon their life experiences and knowledge. The pedagogical skill of the NCERT text gives a diverse set of skills that they are possibly to develop in the learners, through activities/ question meant for the students and the manner the text have been written.
General Organization: Generally, the NCERT textbook, chapters are given into units. There are four units in VI standard and each unit is consisting of two chapters. There are five units in VII standard and most of the unit is consist of two chapters except unit I, III. The chapters are organized in sequence manner. Although chapters are little lengthy according age-group but they are meaningful and relevant. Examples and pictures are included by way of illustration and are appealing to heart. Exercise and practices are also given in modern way. It is not given at the end of the chapter like traditional textbook. Exercises are given almost every alternative page to keep learner attentive and engaged. It also has purpose to break the monotony of the classroom and leads them to think what they have read as of now. The table of contents seems not to be missing .Towards the end, there is glossary given which explain difficult words and concept used in the text. The durability of NCERT textbooks is long. There is proper linkage of chapters between previous and next. The there is note for teachers, how to use these books before begin the lesson.
Socio-cultural Perspective: Keeping the Socio-Cultural framework perspective in account, I will look at and scrutinize the way textbooks project existing inequalities between various social groups in society (caste, class, gender, religion, dialect and region). This framework also touch upon about the manner in which differ rent classes are presented in textbooks, which in a way justifies the dominant and privileged powerful ( who are curriculum makers) groups embody them worthy position and neglecting disadvantaged groups of the society.
Content Analysis: The content representation is very compact with information. The content is dealt in relation with previous chapter. Chapters are not introduced something new. In first chapter children learnt about ‘Diversity’ then now they are learning ‘Diversity and Discrimination’. So, there is proper association with previous chapter which will help them in understanding the new concepts. The concept presentation is pretty well. We can see how the meaning of ‘difference’ is defined in content presentation for instance, “There are eight major religions in the world. Every single one of them is practiced in India. We have more than 1600 languages that are people’s mother tongue and there are more than a hundred dance forms”. (class vi-p.13) We can see picture is also helpful in understanding the meaning ‘Difference’.
The manner, in which caste system and untouchability are presented in the NCERT textbooks class VI and VII, is hurting, shameful, embarrassing and undesirable. It violets human dignity and also threats the existence of the democracy of a nation. Now question arise how a teacher will address this ‘Dalit’ terminology in the class ? For instance “Now let us read a story about the experience of a Dalit child attending school. You have already read about Dalits in the class VI book. Dalit is a term that the so-called lower castes use to address themselves. Dalit means ‘broken’ and by using this word. Lower castes are pointing to how they were, and continue to be, seriously discriminated against”. ( Class VII,p.7)
However, the textbook is very rich and full of worth. A classroom belongs to various backgrounds of caste, class, and religion and region. How one can speak or teach like this? Is it the suitable and appropriates what NCERT textbook presenting in the name of the chapter ‘Equality’? The moment ‘Dalit’ word is addressed, in the classroom, which refers to certain lower caste, they start feeling uncomfortable in the classroom. It can be avoided, if teachers use, according to Constitution of India, SC/ST for lower caste, then this situation will not arise.
Class VI textbook deals with concepts like ‘prejudice’ while giving the reference of rural and urban people. Textbook defines’ Prejudice’ means to judge other people negatively or see them as inferior. But the textbook does not give the proper note to the teachers that it is prejudice (wrong thinking) which is not always right. How one can assume that all teachers are wise and rational? There is possible that teachers might take it wrong sense that he/she may believe that rural people are dirty, ignorant and superstitious and urban people are spoilt, lazy, cannot be trusted. For instance, (class VI p. 14)
The whole chapters are addressed through concepts note which includes adequate examples. We can see like ‘Inequality and discrimination’. The textbook fairly explains that inequality among communities like Muslim, SC/ST because they do not have the resources or money to meet their basic needs of food, clothing and shelter. That is why there is inequality among these communities in terms of education in the society. For example, textbook have given picture which helps making the sense of about those backward community. (class VI,P.18)
Moving ahead, the Concept ‘Discrimination’ for which textbook defines that “Some people may experience both kinds of discrimination. They are poor and they belong to groups whose cuture is not valued”.(class VI,p.18) Referring the historical fact to create among children sensitiveness and awareness of Dalit groups who were marginalized and discriminated from mainstream, by upper caste because of being born in untouchable family. How Dalit were being treated unequally by the certain dominant caste, class group in the society. Children of Dalit had to sit separately from Upper caste children. Dr. Bhim Rao Ambedakar and his brother were being treated unequal and discriminatory attitude by station master. For better understanding and clarity the NCERT textbook has given picture which reflects the condition. For instance,
Some places, the content presentation is not very clear in the textbook. The used word seems very confusing and ambiguous when they mention the role of Dr. B.R. Ambedakar in making the constitution of India. They use the word which children may learn and memorize. But later it may be forgotten because they have not understood what does this word stand for ’father of the Indian constitution’. For instance “Dr. Bhim Rao Ambedakar (1891-1956) is considered the father of the Indian constitution and is also the best known leader of the Dalits”. (p.20).
On the contrary, the way the textbook maker’s project, for other members (dominant and powerful group) very clear presentation. So at first instance, NCERT textbook identity seems that it might be biased. One might say also that there is exclusion of Dalit Icon from this picture. For instance, “some of the members who wrote the constitution of India.” (class VI,p.22).
The content presentation is depicted through concept formation. Class VII standard, ‘On Equality chapter, text deals with two important ways in which the govt. tries to bring equality. First through laws and second through government programme/scheme to help disadvantaged communities in order to bring equality. Textbook gives fair example of Tamil Nadu was the first state in India to introduce Mid Day Meal scheme. Then later textbook ask giving the illustration of mid day meal programme related question.
To give the sense of equality in other countries, text gives the example of United State of America. African-Americans whose ancestors were the slaves and who were brought over from Africa. They were treated unequally in the United States and denied equality through law. For example when travelling by bus, they either had to sit at the back of the bus or get up their seat whenever a white person wishes to sit (class VII, p. 12).
Language: Linguistic demand made by the textbook is high from students. Reading competency of students cannot be assured that would be well because sentence structure is lengthy. For example,(class VII,p. 10) Vocabulary used in the textbook, are also complex according to the age group. There is conceptual difficulty and syntax.( not average sentence length). For example, (class VII,p.8)
The NCERT textbook class VII standard has used slang language in the content representation. They have used now and then ‘Dalit’ word is not appropriate according to the dignity of human being. The Indian constitution recognizes every person as equal. It means that every individual in the country irrespective of caste, class, gender, religion and region are recognized as equal. But the use of derogatory term ‘Dalit’ in the textbook is not suiting from any point. Indian constitution does not allow these types of word to refer any community or caste which may hurt their sentiment and emotion. To address any caste or community, Indian constitution had made certain provision to use decent word like SC/ ST. To use of such derogatory terminology and slang is violating dignity of targeted caste (SC/ST) and against equality of democracy in the classroom. For example, (class VII,p.8)..
Text and reader-development appropriateness: The important thing that must be answered when evaluating a text is who the authority is: the book, the teacher, the student, or some combination. In looking over this Social Science book I feel that the authority is a combination of the book, the teacher, and the student. The book contains the knowledge as I stated before and the teacher teaches that knowledge, but the student has a part as well. The student absorbs the knowledge and knows his or her limitations as whether they are getting the information or not and at that point they are the authority. The student must then communicate that they need more help on a subject or are ready to move on to the next subject.
The NCERT textbook class VII standard suited less to the understanding of various kinds of pupils. However it is not free from verbosity. It is well compiled and rich in aphoristic wisdom, but treats the subject deviating from it. For example, ‘Omprakash Valmiki is a famous Dalit writer. In his autobiography, Joothan, he writes, “ I had to sit always from the others in the class and that too on on the floor. The mat ran out before reaching the spot I sat on….”.(class VII,p.7) The NCERT textbook has used the word ‘autobiography’ but did not bother to explain what is it mean?. They also did not mention in glossary which is meant for describing difficult word. So how children (different socio-cultural) group would understand the assumption and expectation that textbook is doing from them? On this basis, it seems that NCERT textbook also likes to use verbosities and aphorism.
The text analysis alone will not have any meaning provided it is placed in the context in which it is used and the manner in which it is taught by the teachers. I am talking about textual feature and the way in which they interact with the developmental needs. The text contains no unfamiliarity and unexplained term, no hidden words of general comprehension, and contains numerous examples. For example, Democracy includes people’s participation, the resolution of conflict, and equality and justice. Equality concept is defined through Kanta’s story –for example. (classVII,p.4)
Illustration: pictures are appealing, and substantially related to text. Illustration and pictures are given each page which makes a sense and also disclose what it is meant for. The content is given with full support of illustration. The construction gender is done through textbook. Schools are the centre where gender construct are embedded by way of teaching. In schools boys are told right from the beginning that you are boy you should not weep or cry. We can look at this photo which reflects how children are laughing and cutting jokes, when a boy weeps. For instance in textbook it is given through illustration “As babies or children when boys fall and hurt themselves, their parents and other family member often console them by saying ‘Don’t cry’. You are a boy. Boys are brave, they don’t cry.” (class VI,p.15).
Here, in illustration we can see ‘disables‘children. Now, for them, instead of disable, they are should be called as ‘children with special needs’. Through these illustrations, textbook is trying to deal the concept of ‘stereotype’ thinking about them. (class Vi,p.16)
The NCERT textbook, class VII standard presents the typical role of servants which is manifest of poverty through the illustration .The picture clarity is not very satisfactory. Servants are treated equal in democracy only one the day of election but rest of the day is unequal. Apart from being poor, people in India experience inequality in different ways. Each of these is based on real incidents in people’s lives and reflects the different kinds of inequalities that exist in India. For example, (class VII,p.5)
Exercise: The NCERT textbook has used several types of exercise to break the monotony of class. These exercises are meant to serve meaningful purpose and create interaction in the classroom. These exercises are in many varieties which make them engaged with the textbook. There are following, objectives types, arrangement the statement, true and false etc. The types of exercise of the textbook evoke children’s sprit of inquiry and invite the dialogue between teachers and children. It also check their memory capacity what they read till now.(class VI, p. 15),( Class VI,p. 19), (class VI,p.23)
Conclusion: The NCERT textbooks presentation of the content and style of writing uses consistent approach which holds the promise of engaging children while endeavoring to build upon their life experiences and knowledge. The text aim at locate the implications of the mutual interaction between text and learners. The NCERT textbook is written systematic, cohesive, detailed and self-explanatory. The use of exercise helps to break the monotony of a child’s mind. And it also helps to locate information or argument with ease. The types of exercise of the textbook promote and evoke children’s sprit of inquiry to know the fact and ask something. It also prompts the process to open a dialogue between the teacher and students. And teachers need to play in enabling an interactive classroom. Overall, the strength of NCERT text is to projecting people as active participant in social process, children can relate with them with text and introducing concepts with a view to enabling comprehension rather than the retention of facts. The contents selections are derived by renowned and wise men. The texts provide rich, relevance, updated information. The pedagogical skill of the NCERT text gives a diverse set of skills that they are possibly to develop in the learners, through activities and question meant for the students and the manner the text have been written. There is no doubt that the text has the potential to develop in the children the ability to organize contrast, understand, and construct their own meaning.
Although, there is need to be improved NCERT textbook in direction of democratic set up (inclusion of disadvantage group), use of appropriate (not slang like Dalit) language, use of simple and clear (readable) language. If these things are taken into consideration, textbook will not lead any certain caste and class to feel hurt and discomfort in the classroom. In order to find a certain kind of social problem, I feel that characters in these texts are dictated by the dominant and powerful group and exploitative characters are depicted in grimy situation. In my examination of the table of contents I do not believe anything is missing. Nonetheless, I do feel that the table of contents should be categorized differently than being divided into units. The lessons under the table of contents should be categorized into meaningful sections; for example, the lessons could be categorized under properties of numbers, human applications.
What I have learnt through these text analyses is the correct way to evaluate texts. Where does knowledge originate and how does the textbook address this question? Who is the authority: the book, the teacher, the student, or some combination? What is missing from the table of contents? What could or should have been included to make the text more complete, more diverse, and more representative? I also came to know what involves in making judgment, favor on users of type material and making judgment about their effects. Focus on material and its aim to provide an objective analysis of them.
REFERENCES
Disha,Niwani; School Textbooks: Understanding Frameworks For Analysis.
Kalia, N.N, “Women and Sexism: Language of Indian School Textbooks” in. Ghadially, R. (ed) (1988), Women in Indian Society, Sage, New Delhi.
Bhog, D, Gender and Curriculum, Economic and Political Weekly, April 27, 2002.
Pathak, Avijit, (2002), Social Implications of Schooling (Chapter, Sociology and school knowledge), Rainbow, Delhi
Scrase T (1993), Image, Ideology and Inequality: Cultural Domination, Hegemony and Schooling in India.
Goel, B. S and Sharma, J.D (1984) A Study of Evolution of Textbooks, NCERT, New
