Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

Habib Qazi; Alison Taysum

doi:10.1002/berj.3703

Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

Habib Qazi, Alison Taysum

Teacher Education

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Abstract

This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing religious tendencies, gendered beliefs towards women and antipathy for India’s neighbouring states. This entails implications for India’s national cohesion and students’ ability to live in harmony with other communities in the diasporic setting. It also poses risks to the United Nations Sustainable Development Goals (SDGs), 2030.

Original language	English
Pages (from-to)	984-1003
Number of pages	20
Journal	British Educational Research Journal
Volume	47
Issue number	4
Early online date	22 Feb 2021
DOIs	https://doi.org/10.1002/berj.3703
Publication status	Published - Aug 2021

Keywords

Central Board of Secondary Education (CBSE) textbooks
India’s national identity construction in schools
democracy in India
religion and secularism in India

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10.1002/berj.3703

QaziH2021Exploring
This is the peer reviewed version of the following article: Qazi, M.H. and Taysum, A. (2021), Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school. Br Educ Res J, 47: 984-1003., which has been published in final form at: https://doi.org/10.1002/berj.3703. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
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Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

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