Inclusion in science textbooks

Indumathi, S. (2014) Inclusion in science textbooks. Learning Curve (23). pp. 48-50.

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One may ask: if science is all about facts, abstract concepts, definitions, theories and laws that explain the natural phenomena, how can science textbooks be inclusive? The social context does enter the textbooks through examples. In physics while explaining push and pull, the examples of someone pushing a cart or pushing a heavy object are presented. The question about inclusiveness here would be to ask ‘who’ is pushing and ‘what’? Through such examples, images, illustrations and explanations whether it is inclusive of all learners of all caste, class, religion, gender and other social markers is the question. Be it science or mathematics or social science the textbooks need to relate to the learners. The question is, does it relate to all kinds of learners and present perspectives and values? A good and effective textbook is that which represents diversity and differences. There are three different issues “a) relevance, b) silence versus candid acknowledgement of differences, and c) the type of inclusion, with genuine respect and tokenism as the two extremes” according to Majumdar and Mooij (2009, p.136). In this analysis I intend to consider the three issues mentioned above as a lens to look at inclusion and exclusion in science textbooks.

Item Type: Articles in APF Magazines
Authors: Indumathi, S.
Document Language:
Uncontrolled Keywords: Education, Elementary education, Early childhood education
Subjects: Social sciences > Education
Divisions: Azim Premji University > University Publications > Learning Curve
Full Text Status: Public
Publisher URL:

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