Textbook development processes – some reflections and learnings

Sardana, Arvind (2019) Textbook development processes – some reflections and learnings. Learning Curve (3). pp. 3-6.

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One of my colleagues of many years recently remarked in a conversation, ‘You still believe in textbook development with Governments?’ This was partly in jest and partly serious. The serious part was that, even after three decades of work in Madhya Pradesh (MP), there appears to be no institutional memory that experiments such as HSTP, Social Science and Prashika had taken place. They are all buried, having been formally closed in 2002. The current textbooks often reflect what it was like in the 1980s. For a while we appear to be standing in the same place again. The curricular choices and presentation reflect similar views on knowledge, pedagogy and role of teachers that we had once sought to change. However this is not true for other states and also for the efforts at the national level. We have been invited by many other state governments for being part of teams initiating curricular renewal processes at the state level. Similarly, textbooks especially in science and math prepared by NCERT in around 2005 are being used by other states. MP too, has also adopted these textbooks. Hence similar ideas have come around in a different way, probably in a more lasting manner. This could be debated. But no effort at contextualising for the state, my colleague may retort. Social science is left out, reflecting the priority usually allotted to be subject.

Item Type: Articles in APF Magazines
Authors: Sardana, Arvind
Sardana, Arvindarvind.sardana@apu.edu.inUNSPECIFIED
Document Language:
Uncontrolled Keywords: Education, Elementary Education, Textbooks, Teaching-Learning Materials
Subjects: Social sciences > Education
Divisions: Azim Premji University > University Publications > Learning Curve
Full Text Status: Public
URI: http://publications.azimpremjiuniversity.edu.in/id/eprint/1966
Publisher URL:

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