Civics, Citizens and Human Rights: Civics Discourse in India

Jain, Manish

doi:10.1177/097318490400100203

Cited by 12 publications

(8 citation statements)

References 4 publications

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“…For this, the chapters, especially those in the social science subjects, are also organised and structured to reflect this approach, with section headings in the form of questions, the chapters full of political cartoons, photo essays, in-text and end-text questions. These news books are a contrast to the previous books which as Madan (2003) and Jain (2004) argue familiarise the students about the political system, the rights and duties of the citizens in an ideal way. The old books tend to engage with the issues of caste, gender and class as abstract entities.…”

Section: 'Caste' In the National Curriculummentioning

confidence: 96%

Engaging with ‘Caste’: Curriculum, Pedagogy and Reception

Mittal

2020

SACI

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Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the students and the teachers.

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Section: 'Caste' In the National Curriculummentioning

confidence: 96%

Engaging with ‘Caste’: Curriculum, Pedagogy and Reception

Mittal

2020

SACI

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“…16 Between 1997 (when I was researching textbooks in Rajasthan) and (when the NCERT published its textbooks), there occurred some major shifts in the understanding of the discipline of Civics in school textbooks. One major shift was to move away from the colonially handed down notion of subjects/citizen (Jain, 2004(Jain, , 2005 towards a more engaged and agency-laden people. My own research (George, 2007) identified the need to move away from prescriptive and information-based textbooks, 17 to a more narrative methodology which children could engage in discussions and critique.…”

Section: Experiences Of Ncert Textbook Writingmentioning

confidence: 99%

Political Science and Images in Schooling: Personal Reflections on Textbook Making Process

George

2018

Contemporary Education Dialogue

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The article narrates a personal journey of learning and unlearning the images in school textbooks, its uses potentials and challenges as experienced by the author. It reflects upon the experiences of the process of selection of these images within the context of political science as a discipline. These experiences have been formed over a decade while working for Eklavya in Madhya Pradesh and Rajasthan, and also at the NCERT in New Delhi. It locates changes in understanding the perspectives on political cartoons and posters as could be used in a school textbook. It also argues that there is a need to rethink ways in which cartoons are used in textbooks. Furthermore, it tells us something about the way political science as a discipline is taught in schools across India.

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“…Scholars (Batra, 2015;Jain, 2004), however, have drawn attention to the limitations of this kind of a concerted attempt to portray 'a united nation' (Batra, 2015, p. 40) through school curricula. According to Batra, such attempts definitely contributed towards nation-building by encouraging the common people to 'take pride in the country's pluralistic heritage' (ibid.).…”

Section: Curricular Shifts In the Indian Contextmentioning

confidence: 99%

Curriculum under Siege

Hegde

2018

Contemporary Education Dialogue

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Citizenship education being central to the process of nation-building, changing political regimes promote a re-imagination of the ‘ideal’ citizen. A perusal of the successive national curriculum frameworks introduced by the NCERT (1975–2005) shows how curricula and textbooks have been repeatedly re-designed to suit the requirements of changing political regimes, throwing up contesting visions of citizenship and nationhood. While this explains the seemingly inevitable state-curricular linkage, the announcement made by the current political dispensation regarding an urgent need for drastic reduction of the curricular load at the school level raises serious concerns. It is widely speculated that the current ruling dispensation supported by its ideological mentor, the Rashtriya Swayamsevak Sangh (RSS), is going to introduce curricular reforms aimed at reshaping the national identity in accordance with its ideological framework. As during the previous NDA regime (1998–2004), this would not only severely damage the multicultural narrative of India’s past and present, but would also pose a serious challenge to the very idea of India.

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Civics, Citizens and Human Rights: Civics Discourse in India

Cited by 12 publications

References 4 publications

Engaging with ‘Caste’: Curriculum, Pedagogy and Reception

Engaging with ‘Caste’: Curriculum, Pedagogy and Reception

Political Science and Images in Schooling: Personal Reflections on Textbook Making Process

Curriculum under Siege

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