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that the framework used to create in particular, the middle school texts, including the texts on ‘social and political life’ that replaces civics, derives ideas and inspiration from the 30 years of experience of Eklavya in curriculum design and textbook writing. Conventional social science teaching emphasizes learning about societies and times without reference to the child’s actual lived experiences. The Eklavya and NCERT textbooks are unique in making the social world of the learner both an object of study and a process by constantly getting the learners to refl ect upon their own social experiences. The texts in many ways resolve the dichotomy often posed between the child and the curriculum. They address the Footnotes 1. 2. 3. 4. 5. multiple dynamic issues of - organizing subject-matter in developmentally appropriate ways and engaging the reader in a dialogical process of constructing meaning - all at once. Converting sets of ‘social science facts’ into processes of social inquiry has been a major strength of the new texts. This has been done by presenting different viewpoints about a phenomenon, comparing the normative with actual experiences and by demonstrating the use of methods of constructing knowledge. Without impinging upon the autonomy of the teacher, the texts provide useful pedagogical spaces and ideas. They open up possibilities for learners to engage with issues and ideas that may be remotely connected with their lives but which gradually acquire meaning within the larger social reality. Also known as the Kothari Commission Report Cited in Goel and Sharma (1987) The Plowden report noted that ‘children’s learning does not fi t into subject categories’ (DES, 1967: 203) cited in Penelope Harnett (2004) The Curriculum for the Ten-Year School: A Framework (NCERT, 1975) recommended that the social sciences be ‘taught as a part of the study of the environment in classes I and II and as the independent subject of social studies in subsequent classes’. While Environmental studies ‘will include both natural and social environment in classes I and II, it would be more appropriate to use the term “social studies” rather than social sciences at the primary stage since it represents a broad and composite instructional area’ (p. 20) See SAHMAT Publications: Against Communalisation of Education (2002), Saffron Agenda in Education: An Expose (2001) and The Assault on History (2000) for a critique of the NCSE, 2000, on the issue of communalizing; Digantar (2007), for a critical review of Rajasthan textbooks References 1. Chalam, K. S. (2002). ‘ Rethinking Social Sciences’. In Economic and Political Weekly Commentary. 9–15 March, 2002: 921–922 2. Digantar. (2007). Various articles in Shiksha Vimarsh: Shaishik Chintan Avam Samvad Ki Patrika. January–February. Jaipur: Digantar 3. Dunn, A. W. (1916). The Social Studies in Secondary Education. Report of the Committee on Social Studies. Commission on the Reorganization of Secondary Education. Washington. DC: National Education Association 4. Evans, R. W. (2004). The Social Science Wars: What Should We Teach the Children? New York: Teachers College Press 5. Hobsbawm, E. (1992). Nations and Nationalism Since 1780: Program, Myth, Reality. Cambridge: Cambridge University Press 6. Giroux, H. (1981). Ideology, Culture and the Process of Schooling. London: The Falmer Press 7. Goel, B. S. & Sharma, J. D. (1987). A Study of the Evolution of The Textbook. New Delhi: NCERT 8. Government of India. (1953). Secondary Education Commission Report. (1952-53). New Delhi: Ministry of Education 9. Government of India. (1966). Education and National Development. Report of the Education Commission. (1964–66). New Delhi: Ministry of Education 10. Hunt, F. J. (Ed.). (1971). Social Science and the School Curriculum: A Report on the Monash Project. Sydney, Australia: Angus and Robertson 11. Hunt, M. P. & Metcalf, L. E. (1955 & 1968). Teaching High School Social Studies: Problems in Refl ective Thinking and Social Understanding. New York: Harper and Row 12. Jacoby, R. (1975). Social Amnesia. New York: Beacon Press 13. Jain, M. (2004). ‘Civics, Citizens and Human Rights Civics Discourse in India’. In Contemporary Education Dialogue. 1(2): 165–198 14. Kumar, K. (2001). Prejudice and Pride: School Histories of the Freedom Struggle in India and Pakistan. New Delhi: Penguin Books India (p) Ltd 15. Lawton, D. (1981). ‘<strong>Foundation</strong>s for the Social Studies’ , In Mehlinger, H. D. (Ed.). UNESCO Handbook for the Teaching of Social Studies. pp. 36–58. London: Croom Helm 16. Leming, J. (2003). ‘Ignorant Activists: Social Change, “Higher Order Thinking,” and the Failure of Social Studies’, in Leming, J., Ellington, L. and Porter, K. (Eds.). Where Did Social Studies Go Wrong? pp. 124–142. Washington, DC: Thomas B. Fordham <strong>Foundation</strong> 17. Marlena, A. (2003). ‘The Politics of Portrayal: A Study of the Changing Depictions of Religious Communities and Practices in Indian History Textbooks’. MA Dissertation: Oxford 18. Menon, N. (2010). History, Truth and Nation: Contemporary Debates on Education in India in Vinayak, A. & Bhargava, R. (Eds.). Understanding Section A Contested Terrain of School Social Science Pg No: 16
Poonam Batra is Professor of Elementary Education at the University of Delhi’s Maulana Azad Center for Elementary and Social Education (MACESE), Central Institute of Education (CIE), University of Delhi. Her major areas of professional focus include public policy in education; elementary education curriculum and pedagogy, teacher education, developmental and social psychology of education and gender studies. She has edited a volume on Social Science Learning in Schools: Perspective and Challenges, published by Sage in 2010. She is currently pursuing research in Teacher Education and Social Change as Jawaharlal Nehru Fellow. She may be contacted at batrapoonam@yahoo.com Section A Contested Terrain of School Social Science 19. Contemporary India: Critical Perspectives. New Delhi: Orient Blackswan National Council for Educational Research and Training (NCERT). (1975). The Curriculum for Ten Year School: A Framework. New Delhi: NCERT 20. National Council for Educational Research and Training (NCERT). (1988). National Curriculum for Elementary and Secondary Education: A Framework (NCESE). New Delhi: NCERT 21. National Council for Educational Research and Training (NCERT). (2000). National Curriculum Framework for School Education. New Delhi: NCERT 22. National Council for Educational Research and Training (NCERT). (2005). National Curriculum Framework, 2005. New Delhi 23. National Council for Educational Research and Training (NCERT). (2006). Position Paper: Teaching of Social Sciences. New Delhi: NCERT 24. Nirantar. (2009) Textbook Regimes: A Feminist Critique of Nation and Identity. New Delhi: Nirantar 25. United Nations Scientifi c, Educational and Cultural Organization (UNESCO). (1954). Round Table Conference on the Teaching of the Social Sciences in South Asia: Papers and Proceedings of the Meeting’ February 15–19. New Delhi: UNESCO 26. Vakil, C.N. (1954). The Unity of the Social Sciences in Round Table Conference on the Teaching of the Social Sciences in South Asia: Papers and Proceedings of the Meeting. 15–19 February 1954, New Delhi: UNESCO, pp 72–81 27. Wesley, E. B. (1937). Teaching the Social Studies. New York: Heath and Company 28. Wishon, P. M. et.al. (1998). Curriculum for the Primary Years: An Integrative Approach. UK: Prentice Hall 29. Wronski, S. P. (1981). ‘Social Studies Around the World’. In Mehlinger, H. D. (Ed.). (1981) UNESCO Handbook for the Learning of Social Studies. London, UNESCO, Paris: Croom Helm Pg No: 17
Page 2 and 3: Editorial Team Aanchal Chomal, Gaut
Page 4 and 5: CONTENTS Issue XV : August 2010 Soc
Page 6 and 7: S E C T I O N A The Broad Picture
Page 8 and 9: snares and pitfalls of any examinat
Page 10 and 11: 02 Section A Contested Terrain of S
Page 12 and 13: The views stated in NCFSE, 2000 wer
Page 14 and 15: “given stock of knowledge availab
Page 18 and 19: 03 Section A The ‘Defi cient’ S
Page 20 and 21: into the mainstream in the context
Page 22 and 23: social science are also changing. T
Page 24 and 25: kind (education being one of them)
Page 26 and 27: political science and sociology tex
Page 28 and 29: 05 Section A Vexing Questions in So
Page 30 and 31: the common language used to referen
Page 32 and 33: scientifi c. Natural science has a
Page 34 and 35: evolve around what the child alread
Page 36 and 37: 06 Section A Social Sciences and th
Page 38 and 39: main focus should be on contemporar
Page 40 and 41: 07 Section B Learning Social Scienc
Page 42 and 43: During this period I had the privil
Page 44 and 45: hunter-gatherers did not know how t
Page 46 and 47: see everything as transitional, as
Page 48 and 49: 09 Section B Building Tomorrow’s
Page 50 and 51: understanding of rights that emphas
Page 52 and 53: 10 Section B Facing history and Our
Page 54 and 55: asserting, for example, that the Ho
Page 56 and 57: 11 Section B Maps and Politics M. H
Page 58 and 59: Maps as Creations of Politics Polit
Page 60 and 61: 12 Section B Geography in Daily Lif
Page 62 and 63: a times we discussed and debated on
Page 64 and 65: 13 Section B Oh! Panchayat: Loose L
Page 66 and 67:
Lesson 3 Accidental Crossing of Bra
Page 68 and 69:
14 Section B Geography Education fo
Page 70 and 71:
Re-imagining geography Education in
Page 72 and 73:
15 Section B Issues in History Educ
Page 74 and 75:
initially believe that history is j
Page 76 and 77:
In tune with the overall emphasis o
Page 78 and 79:
at this end. Linking Textbooks, Tea
Page 80 and 81:
17 Section C Review of new NCERT So
Page 82 and 83:
in places and the monotony broken b
Page 84 and 85:
were an attentive lot, eager to sha
Page 86 and 87:
19 Section C Vignettes - The Journe
Page 88 and 89:
I followed more or less the same me
Page 90 and 91:
20 Section C Does Neutral = Controv
Page 92 and 93:
also argue against the teacher pres
Page 94 and 95:
S E C T I O N D The Role of Assessm
Page 96 and 97:
4. 5. 6. Understand the role indivi
Page 98 and 99:
compare different periods and place
Page 100 and 101:
Our experiences with open-book exam
Page 102 and 103:
Answer 4 Answer 5 Section D Assessm
Page 104 and 105:
Equally important is the need to ma
Page 106 and 107:
22 Section D Beyond Retention: Mean
Page 108 and 109:
What was the contemporary political
Page 110 and 111:
• What crops do you predict might
Page 112 and 113:
also. So what is the objective of a
Page 114 and 115:
24 Section D Exams: The Need to Res
Page 116 and 117:
in. However in the process cognitiv
Page 118 and 119:
25 Section D Role of Projects, Fiel
Page 120 and 121:
which may be worth raising: Questio
Page 122 and 123:
26 Section E The Importance of Bein
Page 124 and 125:
which produce professionals who cer
Page 126 and 127:
sides to any story. For example, th
Page 128 and 129:
28 Section E Why the Social Science
Page 130 and 131:
Alas! These were unrealised dreams:
Page 132 and 133:
seeing another part of the world an
Page 134 and 135:
30 Section E How History has Shaped
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31 Section E The Social Sciences—
Page 138 and 139:
32 Section F Beyond Dates and Fight
Page 140 and 141:
is not boring and does not tire one
Page 142 and 143:
D. Some Useful Books • Samajik Ad
Page 144 and 145:
• • • • • • Section F T
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