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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Education and Social Science Journal of Innovation and Research in Primary Education
Halder, Tarini
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Gender Stereotypes and Bias in Imagery Depiction of Textbooks prescribed by West Bengal Board of Primary Education, India Nandi, Ankur; Halder, Tarini; Das, Tapash
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.755

Abstract

India is a diverse country. Ethnic, Linguistic, Racial, Gender, and Socio-Religious, etc. diversity is observed in India. Educational institutions play a vital role in socializing children and creating gender-friendly attitudes. Textbooks serve as a vehicle for social change. From childhood in school through textbooks and classroom experiences students embrace gender socialization, societal norms, and beliefs, gender roles, inequality, and bias. So, it is very important to make textbooks gender-neutral, to do this, textbook analysis is required. This study investigates the images used in textbooks of primary education in West Bengal, India, to examine gender stereotypes and bias. The study adopted qualitative and documentary research approaches through content analysis. The findings demonstrate that gender patriarchy and bias are reflected through visual imagery in textbooks. Images often lack representation of women and tend to portray them engaging in indoor tasks such as domestic and household work, or menial labor. Meanwhile, men are predominantly shown in outdoor, professional, and leadership roles, reinforcing gender disparities in identity and societal roles. There is a limited attempt to showcase gender neutrality, and there's minimal encouragement for gender reflection, hindering the development of sustainable perceptions of gender roles in Indian society. The findings of the study provide a foundation for policy changes at the state or national level to ensure the development and implementation of guidelines that promote gender-neutral content in educational materials and are useful for textbook development agencies, textbook writers, and teachers in developing a gender-sensitive curriculum, and textbooks.
Teachers’ Perspectives on Pedagogical Approaches for Inculcating Values through Textbooks Across School Boards in West Bengal, India Nandi, Ankur; Halder, Tarini
Indonesian Journal of Education and Social Sciences Vol. 5 No. 1 (2026)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v5i1.3473

Abstract

The integration of values in education is a key aspect of shaping learners’ character and social responsibility. Textbooks, as primary instructional tools, often embed values, but their effective inculcation largely depends on the pedagogical approaches adopted by teachers across school boards in West Bengal. The study aims to compare the opinions of CBSE and WBBSE teachers across language, social science, and science subjects regarding pedagogical approaches for inculcating values reflected in textbooks. The study employed a descriptive method with a qualitative approach. A purposive sample of 150 teachers from language, social science, and science subjects across CBSE and WBBSE schools in Bankura and Nadia districts of West Bengal was chosen. Data were gathered using three self-developed checklists that followed by the National Curriculum Framework (2023) for School Education and analysed through percentage calculations, with findings displayed in tables and graphs. CBSE and WBBSE boards strongly favor active, participatory, and literature-based pedagogical approaches for inculcating values through textbooks. Language teachers prioritize storytelling, dramatization, and cooperative learning; social science teachers emphasize discussions, role plays, and community-based activities; and science teachers prefer hands-on experiences, demonstrations, and discovery learning. The study found that language, social science, and science teachers from both CBSE and WBBSE commonly agreed on using discipline-specific pedagogical approaches for inculcating values.
Co-Authors Das, Tapash Nandi, Ankur