Opinion In NCERT textbooks, a history full of holes

Indian Express

05-05-2025

The NCERT has recently published the Social Science textbook for class VII. The book has once again raised concerns among educationists, social scientists and the media around the inclusion of certain specific themes and the exclusion of others. A few chapters under the themes titled 'Tapestry of the Past' and 'Our Cultural Heritage and Knowledge Traditions' have evoked much controversy.
The book appears to be visually appealing for young learners. This is evident from the inclusion of colourful and high-quality photographs of a variety of historical findings (archaeological artefacts like coins, terracotta toys, sculptures, inscriptions and manuscripts), and historical maps as well as illustrations based on historical events or well-known historical figures. These not only enhance the aesthetic quality of the textbooks but also have the potential to bring the past alive in the imagination of the child. The inclusion of two characters — a boy and a girl appearing at repeated intervals with interesting questions written in a box titled 'Let's Explore' breaks the monotony of the main textual narrative. The timelines mapping important events at the end of each chapter can enable students to develop chronological thinking.
The value of any textbook, however, cannot be limited to the above. It must be vetted against its ability to develop in students certain domain-specific competencies so that they acquire the requisite 'disciplinary rigour in both the methods and concepts of Social Science' (National Curriculum Framework, 2023). The NCF 2023 provides a broad framework for these textbooks. It enlists several of them under the section 'Curricular Goals and Competencies' within Social Sciences. Students in the middle stages, for instance, are expected to 'comprehend and interpret sources related to different aspects of human life and make meaningful interpretations.' These curricular goals can be achieved only when the textbooks become less didactic and create space for the learner to actively engage in a process of inquiry.
Some of the earlier textbooks published post-NCF 2005 and those developed by Eklavya (a non-profit, non-governmental organisation working in education since the 1980s) were conceptualised following a constructivist approach and critical pedagogy. The chapters in History in these textbooks are replete with a range of primary sources (inscriptions, excerpts from different kinds of literary sources like the Vedas, traveller's accounts), accompanied by thought-provoking questions. In the new books, barring a few chapters, very little emphasis is given to encourage the young learners to develop the skills of analysis and interpretation. There is also no focus on familiarising the students with the historian's craft — the process through which historians slowly and painstakingly sift through a range of traces or reliable evidence to develop an understanding of the past based on rational inquiry.
The NCF 2023 also expects the learners to draw 'connections between the causes and effects of different social and historical events or episodes and connect them with the overall impact on human life.' However, understanding of the past, in the class VII textbooks, has been reduced to a factual discussion around political dynasties — wars won and lost, territories conquered, administrative measures, etc. For instance, the chapter 'New Beginnings: Cities and State' merely discusses the early human settlements developing into janapadas and mahajanapadas and then into empires, but offers no clear explanation of how such major transformations took place. That it was a result of several socio-economic and political factors, including the increasing concentration of power in a few hands, especially among the more dominant social groups (Kshatriyas and Brahmins) in an increasingly hierarchical social structure legitimised through ostentatious rituals like ashvamedha and rajasuya yajnas, is not mentioned.
The NCF 2023 also highlights the significance of inculcating in students an appreciation for India's rich past and present, including its cultural unity in diversity, pluralism, heritage, traditions, literature, art, architecture, and philosophy. In keeping with this, the section on 'Our Cultural Heritage and Knowledge Traditions' has a chapter titled 'How a Land Becomes Sacred', which includes detailed discussions around the 'sacred sites' (pilgrimages), practices, and festivals associated with a few of India's religious and cultural belief systems.
The chapter poses certain ethical and pedagogical concerns. The focus is restricted to Hinduism, Sikhism, Buddhism, and Jainism while completely excluding some of the other major religious systems like Islam and Christianity. If the purpose here is to instil in students the value of pluralism, respect for cultures other than one's own, are we really adhering to the aims of the NCF 2023? One wonders what kind of dilemma and sense of discomfort a teacher would be confronted with in a classroom with students from diverse cultural backgrounds.
It is also important to mention that the textbook does not have any chapter related to the history of the Delhi Sultanate and Mughals. Perhaps these may appear in the second part of the textbook. One wonders what a history teacher in Delhi, out on a heritage walk with students, would do as they pass by some of the most exquisite and magnificent architectural splendours like Humayun's Tomb or the Red Fort? How can one teach children to understand the connection between the past and present if we cannot acknowledge the undeniable influence of these significant phases in medieval history on almost every aspect of our lives today — art and architecture, music, dance and other art forms, cuisine, language, clothing and fashion?
Textbooks, worldwide, have always been the repository of 'official knowledge' — knowledge that is carefully selected and approved by dominant sections of society, that often leads to cultural silences by excluding or distorting the culture and voice of the marginalised. Social Sciences emerged as a school subject during the 19th century in the context of the rise of the modern nation state in the Western world. While Civics was introduced in schools to inculcate among young citizens obedience and patriotism, History was taught to instil a sense of pride and oneness through the construction of a shared past.
With changing political regimes across the world, History becomes a contested site, where differing ideologies with opposing agendas clash. This explains why the History curriculum and textbooks are subject to controversies. These ideological contestations clarify why certain historical figures and communities, events, processes or cultures capture the limelight during a particular regime while others are pushed to the margin, vilified, or totally obliterated.
Should Social Sciences continue to bear the burden of 'glorifying' the past and promoting the 'sacredness' of specific geographies? As curriculum designers, educators and teachers, can we offer a better alternative and reimagine the Social Science curriculum such that it encourages young learners to become empathetic, humane, deliberative and transformative individuals?