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What  are the various argument that textbook analysis are made about school curriculum ?

Firstly we have to define what is curriculum ?

Curriculum : curriculum is best thought as a set of planned activities which are designed to implement a particular educational aim �in term of the content of what is to be taught  and the knowledge , skills and attitudes which are to be  deliberately fostered in the child and so textbook are be seen as the only legitimate medium or tool by which it can be transacted and school be seen as the place where it can happen .
 
So if we want to study the impact of curriculum we have to deeply study the 
analysis of textbooks as it  plays a major role (in order to understand the implicit and explicit transmissions of norms, values or culture).
The textbooks have been analysed through the various lenses such as �gender�, �class� , �caste� , �social inequality�, �saffronized curriculum� etc.
Each of this lenses has showed that  how the textbook are  producing and cater only the dominant group knowledge  and ideology  and not even touched upon the margalinsed one .
A non-government organisation called �Nirantar�, in their study of textbooks in three states ( namely, Bengal ,Gujarat and Andhra Pradesh ). In �Textbook Regimes : A feminist critique on National and Identity�   have focussed on the kind of female images that are used to project nation and its identity.
In their study nirantar find that  nation has been seen  as a �mother� whose protection is only done by male by sacrificing their life for the mother where as the role of females is to support males in order to progress. So from it clear that it is the men who claim he pererogatives of the nation and women who accept the obligation of the nation .
Even in the ncert textbook there is no or very few mention of  any women and its achievement . though women are represented  as a key symbol of purity and honour of  family , lineage and caste .A women is only recognised as a person  when she is incorporated in to he husband ..only then she become a social entity otherwise she has  no status .
Realities of rural/natural life are frequently absent from the state textbooks.  ( Nirantar, 2000).   Even in  The state textbooks which Nirantar analysed, the pastoral nation was depicted as best ,  only in few alternative textbooks , the issues and plea of the farmers, were raised. But still the majority of texts presents a cool, romantic picture of nature which is not always true.  Similarly  the  same idea is also highlighted  in the autobiography of om prakash valmiki in joothan where  his teacher was praising ��Gram Jeevan�� or village life while teaching the poems ��wah! Qa gram jeevan hai�� .   Another  incident  was when teacher telling the whole class with tears in his eyes that dronacharya had fed flour dissolved in water to his faminished son .this episode highlight the poverty of dronacharya . When Omprakash questions the relm of textbooks and authority of teacher.  He was humiliated and beaten up by the teacher for challenging the existing notions. As the  textbook or the chapter was addressing to particular strata of the society who could understand the leisure of life , and has option of enjoying the ��good�� ��pleasant�� aspect of that  village . But the people like Valmiki who face the  trauma of being the oppressed class , having almost  no options to choose  their existence and their  voices were never be heard in any textbook . These picture show�s the  present divisions in the society which have to be handle very carefully in our daily life and school also .

In the  essay ��Learning to be backward � , Krishna Kumar focuses on ��how  child�s social background effects the curriculum�. But  the essay also deals with that how text materials are negotitaed and communicated within the classroom and it also deal with the notion that how teacher re select, re define  and re interpret the text material while teaching.   For example, the notion of �Tantricism � when discussed in the class the child was invisibly forced either to keep quiet or accept himself as backward . These implicit notion  that  a student gets with the text and approval of teacher as a fact hits him hard on his identity and existence  and plays crucial role  in  ignoring his culture and adopt  so called �modern and mainstream society�.  
Saffronised text was always the  major debate among the  textbook analyser . and it is brought up by safdar hashmi group [sahmat 2002] who pointed out that history textbook are    covertly  exercising ��saffronized�� national ideology. 
They have pointed out several facts in class XII history NCERT textbook, which were incorrect and books were also analysed  and critiqued for perpetuating the saffronized ideology for example  the textbook of gujarat exalt the virtues of the aryan race and take pride in the call for a predominately hindu �national spirit�. Even in some text  muslim  and christan  represent as �allien villian�and muslim league as a reason of partition where as there is a very little talk about hindu mahashaba and all what is written about hindu mahashaba is in a glorified term .
And it is just  not the story of india itself pakistan also went through the same scenario . In the book pride and prejudices krishan kumar  examined the �social studies textbooks� of both the country and find out that even sharing the common historical past how both the countries  re �select, re-invent and re-neogiated the past events to construct what they have considered appropriate images of an emerging nation . and even in the �education�  the prime  instrument was to turn �nation building� in to a �ideology� [political ideology].
 In the Ayub Era of Pakistan ( Intoduction of social studies  was a part of  �modernize�  drive ),but it remain in a superficial term but on the ground level  the book  that student read implied  to alienate children from everyday reality and encourage Fundamentalism.  And the struggle between modernist and fundamentalist has a central theme of pakistan political history since independence .
Conclusion
After all this I came to a conclusion that textbook from the colonial period are the part of our curriculum which we cannot easily dropped in the garbage as it is very deep rooted in our system and play important role in building our prespective towards other and the world.  secondly that textbook are not catering the  maraganalised section .it only represent the ideology of people who is in power. So how can we change this scenario ?
I  think   we should develop the  textbook in which the voices of every section could be heard or we can give some authority and flexiblity to teacher so that she decide and select the material which she think is appropirate for her class and cater all the above problem . as a teacher educator she also develop the attitude in children that what ever  written in textbook they don�t take it as a legitimated thing which can�t be question .even they develop the quality of questioning ,inquiry and accept only when they find it relevant and valid in their context.





BIBLIOGRAPHY:
SAHMAT (2002), Saffronized Substanded: a critique of the new NCERT Textbooks: articles, editorials reports. 
Retrived from    HYPERLINK "http://www.sahmat.org/2862003.html"www.sahmat.org/2862003.html  on 10 April 2014.
Kumar ,K.(1989  ), Social Character of Learning. Sage Publications.


Apple ,M.(1993), the Politics of Official Knowledge: Does a National Curriculum Make Sense?, Teachers College , Columbia University.
Batra,P( 2010 ) Social Sciences Learning in Schools (ed), Sage Publications .
Textbook Regimes: A Feminist Critique of Nation and Identity by Nirantar Group

Kumar. K, ( 2002 ) Prejudice and pride. Penguin publication

HYPERLINK "http://www.hindu.com/hindu/mg/2002/03/31/stories20
Kumar,K(1992), Learning from Conflict, Sage: Publications.  
Valmilki ,O.(2003), Jhoothan, Columbia Press

SECOND WRITE UP

School choice debate
Education is seen as the pathway to come out from the vicious circle of poverty, class, caste and gender. The period of 1990 is seen as the milestone in the field of education i.e �education for all�. Along with  these there was a remarkable rise of interest of international organisation, NGO and institutions/technology in the  field of education. and In our context the major emphasis is given to the �good education� or quality of education (as in the Jomethian conference its came out that we are not able to achieve UEE  because of poor quality of education) which lead to the rise and expansion of private school in parallel to public school system. 
Emergence of this two parallel system i.e private and public school system lead to the major debate and conflict of �school choice� which revolves around the factor such as poverty, efficiency, market, choice, low cost schooling, TAN and advocacy network etc.
In this debate on one hand you can see a growing transnational advocacy network with the local pro market organisation that try  to expand  unregulated low cost private school for serving the many families in India .
 In this discourse James tooley can be seen as the �nodal �intellectual and most influential person in choice advocacy in India. Tooley claims that private school can be seen as the pathway for poor to reach up to their aspiration and as a tool of social mobility.
 According to tooley public school system are malfunctioning in term of poor health facilities, high pupil teacher ratio, teacher absenteeism, low level of teaching activity, no accountability and lack of resources which lead to an inefficient system where as in private �low cost budget school� teachers are more accountable and rigorous because if they don�t work properly they can be fire which is not the scenario in public school .
Parents are interested to send their children in these schools because firstly there is a unavailability of government school in urban slums and secondly the medium of instruction in these school is ENGLISH which drew their linkage with knowledge of English, middle class job, and a status in the society.
 As compare to government schools ,low budget schools are  much better in-terms of infrastructure and other resources  as well as it is cost efficient , and market also promote these low budget schools . 
If the cost of sending a child to a government school and private school were the same , parents would rather send their children to private school ( probe report �1999).
Therefore because of all these reason tooley asserts that  state should fund these schools or either provide voucher to the parents  so that it will give autonomy to parents to �choose� the best school for their children .As in here the autonomy is on parents hand so they can withdraw the child anytime if they don�t find the school appropriate quality wise for their child, which made these schools to perform better in order to remain in competition in the market which directly improve their efficiency and quality of education.

On the other hand sociologists like Nambissan, Sarangpani and Ball have a different opinion about it.
According to them James tooley have shown a fairy tale story of the low budget school and just overlook the entire situation of public school system. Yet they agree that public schooling in India do need a serious attention.
�Choice� is seen as the key element of the entire discourse ( which tooley and market) advocate about it  but it is not as simple as it appear. The question of who choose , from what basis it choose is not neutral it is rather political . One has to understand the distinction between expressing a choice and choosing it frequently and conveniently.
According to tooley if vouchers are given, poor parents can became an active chooser and  can choose what is best  for their children; low budget school or the government school  but one have to see that the only choice is given here are from choosing between low budget school or government school for their child and not choosing  from elite school. Moreover what largely is discussed about the low budget school is about their infrastructure, tape recorders ,fans and desk but what is happening in the classroom , everyone is seems quiet about it.
Low budget schools are advocated to address the people of low economic background ,but  what about the poorest of poor who are really in need  and  the marginalised  who can�t pay. Does these schools will also cater the problem of these poor people  is worth a question to ask . tooley said  private schooling  in India is not purely business-minded but  seen as a genuine concern for the poor.
 Moreover market creates the � winner � and the �loser� among the school as well as among the children. Market plays a �classism� role by giving different qualitative package of education in the elite, middle and  low budget school. As market run on the principle of  choice and competition the elite schools attracts more consumers and hire best teachers ,resources because they have power as well as social cultural capital whereas the low budget school have to compromise with hiring skill, professionalize teacher   . Therefore the children of elite school gets good quality  of education when compare to the  low budget school and because of these factors students of elite school excel further in life . 
One could get from the above statement  that �choice involve cost�. Market theories are underpinned and informed primarly by the values ,interest and concern of certain class  and groups and neglect the rest.
So the real question is does the  discourse of  �school choice� incorporates the concerns of quality and equity ? Do poor people really have a choice of �quality education� or it just a choice between low quality or no quality.
 I think that most of discussions on education policy are about which system is less awful than the other. Instead of focusing on designing a good school system , we are more interested in winning ideological battles. I believe both the systems are completely broken and need root-and-branch restructuring. If we privatize the whole education system it will lose its aesthetic value and then education could be seen as the commodity. So both public and private participation/partnership can be seen as essential step in reforming our education ecosystem. Given the resource constraints in public education (both financial and human), private ( market, firms, institutions )can play a important role and on other hand they would be also get benefit from public education system. With this way they get mutual benefit from each other and can strength the quality of public education system.
 REFERENCES
Nambisaan ,G.(2012).Private school for the poor :business as usual? Economics and Political Weekly.XLVII(41).pp51-58.
Nambisaan,G.(2011). Poverty,Markets and Elementary Eduction in India.
Ball,S.J.(1993). Education market choices and social class.The market as a class strategy in U.K and the U.S.A. Journal of sociology of education.14(1).pp 3-19
Shrivastava, P.(2006).School choice in India.disadvantage groups and low fee private school.
Tooley ,J.(2007).Could for profit private education benefit the poor? Some a priori consideration arising from case study research in India.Journal of education policy.22(3). Pp 321-342
 










			








 



 

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