Understanding NCERT’s Rationalisation of Political Science Textbooks and its Implications for the Indian Knowledge System
DOI:
https://doi.org/10.63960/sp.2026.sijmds.3.1.85Keywords:
Rationalisation, NCERT, Political Science Textbooks, Curriculum Reform, Indian Knowledge System, NEP 2020Abstract
The rationalisation of NCERT school textbooks has recently become a subject of considerable academic and public discussion, particularly following the revisions implemented in alignment with the National Education Policy (NEP) 2020. Rationalisation involves making logical and justified modifications to curriculum content, including the removal, revision, or restructuring of existing material. NCERT undertook this process between December 2021 and June 2022 with the stated objective of reducing curriculum load, addressing content overlap, adjusting difficulty levels, and enhancing the relevance of textbooks in the present educational context. These changes also correspond with the broader educational vision of NEP 2020, which emphasises experiential learning, critical thinking, and the incorporation of the Indian Knowledge System (IKS) (Ministry of Education, 2020). The rationalisation of political science textbooks, however, has generated varied responses among educators, scholars, and academic stakeholders. While NCERT has presented these revisions as pedagogically necessary, several experts and teachers have expressed concerns regarding their academic, pedagogical, and ideological implications. The removal and modification of specific content have raised important questions about knowledge representation, inclusivity, and the role of curriculum in shaping students’ understanding of political and social realities. This study examines the rationalisation of NCERT political science textbooks through a qualitative document analysis of textbook revisions, official reports, and relevant academic and media sources. It also explores the perspectives of university professors and school teachers regarding these curricular changes. The paper aims to analyse the rationale, stakeholder responses, and broader educational implications of textbook rationalisation within the framework of the Indian Knowledge System.
Downloads
References
Ahmed, S. (2023). Geography is the reason the Mughals receive more space in medieval history textbooks. The Wire.
Apple, M. W. (1993). Official knowledge: Democratic education in a conservative age. Routledge.
Apple, M. W. (2004). Ideology and curriculum (3rd ed.). Routledge.
Ball, S. J. (2015). Education, governance and the tyranny of numbers. Routledge.
Barman, A. (2023). Academics respond to textbook rationalisation debate and curriculum reforms. The Indian Express.
Banerjee, R. (2023). NCERT textbook revisions and academic responses to rationalisation. The Hindu.
Chaudhury, S. (2019). The cuts from NCERT history textbooks are symptomatic of a larger malaise. The Wire.
Chogule, A. (2023). Rationalisation or saffronisation? Examining changes in school textbooks. The Free Press Journal.
Farooqui, A. (2023). Whither rationalisation? The changes made by NCERT and their implications. The Wire.
Hedge, R. (2023). Textbook controversies and the absence of teachers’ voices. The Wire.
Ministry of Education, Government of India. (2020). National education policy 2020. Government of India.
National Council of Educational Research and Training. (2005). National curriculum framework 2005. NCERT.
National Council of Educational Research and Training. (2022). Rationalisation of NCERT textbooks. NCERT.
National Council of Educational Research and Training. (2023). Political science textbooks for classes VI–XII. NCERT.
Porecha, M. (2023). Students receive revised NCERT textbooks after curriculum rationalisation. The Hindu.
Sharma, K. (2023). Academics express support and concern over textbook rationalisation. The Indian Express.
Yadav, Y. (2023). Rationalisation of textbooks and academic responses to curriculum revision. The Indian Express.
Downloads
Published
How to Cite
Issue
Section
