Curricular Discourses of Inclusion in India: A Content Analysis of a Middle-School Social Science Textbook

Abstract

Akhilesh Yadav

Using a social-model lens of inclusion, this study analyzes how a contemporary Indian middle-school social science textbook (Grade 8) constructs discourses on disability and socio-economic, social, and political inclusion. This research investigates a qualitative content analysis of class 8 seven chapters, focusing on narrative, sensitivity, and visual elements to uncover underlying inclusion messages. Findings reveal that while constitutional principles of equality and political participation are prominent, representations of disability remain minimal or tokenistic, suggesting a "pedagogy of silence" where difference is erased in favor of an assumed normalcy. The critical analysis conceptualized inclusion as the primary goal of civic equality rather than living diversity. This selective engagement with equality narratives illuminates the broader ideological constructions of inclusion in India's national curriculum. These findings suggest that the National Council of Educational Research and Training (NCERT) should mandate explicit inclusion criteria within textbook review frameworks to ensure comprehensive and critical representation.

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