Strengthening education through textbook audit

One crucial element often overlooked in pursuing educational excellence is the role of textbooks. Textbooks hold the power to shape future generations' minds, yet they may fall short of their potential. The recent findings from Nepal’s first-ever textbook audit have shed light on the shortcomings of our educational materials, making way for much-needed changes in curriculums, textbooks, and teacher development. 

This first-ever audit of Nepal’s diversity, equity and inclusion in textbooks involved nearly 2,000 people in seven provinces over a year of intensive analysis, discussion and review. It analyzed how Nepal’s diverse communities are portrayed in textbooks and provided data-driven, citizen-informed feedback to help inform curriculum revision and future action steps. The audit’s revelations have brought to light a significant reality: Our textbooks do not fully meet their commitment to delivering a comprehensive and inclusive education to all students. With outdated information and biased narratives entrenched within these materials, there’s a need to enhance the essence of learning without compromising, which can positively impact both students and teachers.

Picture this: A teacher in a bustling classroom, equipped with textbooks that hold the keys to knowledge. These textbooks are not just tools for teaching; they're bridges that connect students to the vast world of learning. But what happens when those bridges are riddled with gaps, biases and inaccuracies? It’s like trying to navigate a maze with half the map missing. Without access to updated and inclusive educational materials, teachers may be left grappling with the challenge of reconciling the discrepancies within their curriculum, ultimately hindering their ability to facilitate meaningful learning experiences for students.  

Textbooks are the superhero capes of the education world — every student gets one, regardless of their background or circumstances. In the grand arena of education, textbooks emerge as the silent giants, wielding immense power over the minds of eager learners. Students from all walks of life dive into the same textbooks regardless of their background or circumstances, such as socioeconomic status, gender or geographic location. The quality of their teachers and schools may be vastly different, and there are limits to how well that can be controlled. Yet, textbooks are in the hands of every student.

As depicted by Homraj Acharya, principal investigator of the textbook audit report for Nepal, textbooks strive to embody diversity. Nonetheless, the textbook audit highlights a lack of representation, particularly in names, gender and cultural diversity. Among the three primary grade books for Grades 2, 7, and 10, specifically in Nepali and Social Studies, it was observed that they overlook Dalits, perpetuate stereotypes about women, and marginalize minorities and Madhesis.

One recommendation from the textbook audit report is to diversify names in educational materials to foster cultural inclusivity. Analysis of a Nepali Grade 10 text revealed that while efforts were made to include diverse names, the majority remained Sanskrit-based. About 57 percent consisted solely of first names without additional caste or ethnic indicators, indicating a broad representation. Meanwhile, the remaining 43 percent featured distinct surnames or first names implying a particular group, such as ‘Hariprasad’, which suggests Brahmin, or ‘Dawa’, indicating Sherpa heritage. Despite efforts to foster diversity, the analysis uncovered an imbalance, with more than half of the names bearing caste or ethnic markers aligned with the Brahmin-Chhetri community. Despite representing Janajati names, a significant portion comprised Sherpa names, possibly due to their association with multiculturalism and Buddhism. This highlights the challenge of achieving genuine inclusivity in textbook content without perpetuating imbalances.

Furthermore, textbook audit reports indicate that in textbooks, teachers are portrayed as exemplars of maturity but without encountering challenges related to gender equality. Unfortunately, they are also depicted as using shaming as a solution for ADHD-type behavior, showcasing a lack of teacher awareness and sensitivity. Moreover, gender stereotypes prevail. In textbooks like Nepali Grade 10, gender stereotypes are reinforced through the portrayal of teachers. For instance, in accompanying images, men are depicted engaging in public cleaning campaigns or as teachers, while women are confined to childcare, hygiene, and domestic tasks. Additionally, yoga and fitness instructors are predominantly depicted as male. This perpetuation of traditional gender roles underscores the importance of addressing biases and promoting gender equality in educational materials.

In textbooks such as Nepali Grade 7, students encounter depictions of teachers that raise concerns. For instance, in the chapter titled ‘The Bud of Creativity’ (Nepali 7, p 85), authored by Jhamak Ghimire, a differently-abled writer, there is a troubling lack of introduction about her disability. This oversight perpetuates non-inclusive representation and potentially sensationalizes her condition. This oversight risks presenting a non-inclusive narrative, where students may encounter vivid descriptions of bodily deformity and distressing instances of abuse without understanding the broader context of Ghimire’s resilience and creativity. This highlights the urgent need for a thorough review of Teacher’s Guides to ensure accurate and sensitive representation of individuals with disabilities, fostering a truly inclusive learning environment. Such revisions are crucial to prevent the perpetuation of harmful stereotypes and promote understanding and empathy among students. Teacher’s Guides were mentioned in the textbook audit report to be beyond its scope, which looks at what students see, read and have in hand. 

Thus, policymakers, educators, parents, students, and individuals from all walks of life should consider the textbook audit report for our education system to be inclusive, ensuring students, teachers and the entire nation benefit. Strengthening diversity, equity and inclusion in textbooks enhances the learning experience and promotes a fairer and more harmonious society. Hence, it is essential to unite efforts in implementing the audit’s recommendations and to develop educational materials that cater to the diverse needs of all, irrespective of their backgrounds or situations.