Indumathi, S.
(2014)
Inclusion in
science textbooks.
Learning Curve (23).
pp. 48-50.
Abstract
One may ask: if science is all about facts, abstract
concepts, definitions, theories and laws that explain
the natural phenomena, how can science textbooks
be inclusive? The social context does enter the
textbooks through examples. In physics while
explaining push and pull, the examples of someone
pushing a cart or pushing a heavy object are
presented. The question about inclusiveness here
would be to ask ‘who’ is pushing and ‘what’?
Through such examples, images, illustrations and
explanations whether it is inclusive of all learners of
all caste, class, religion, gender and other social
markers is the question.
Be it science or mathematics or social science the
textbooks need to relate to the learners. The
question is, does it relate to all kinds of learners and
present perspectives and values? A good and
effective textbook is that which represents diversity
and differences. There are three different issues
“a) relevance, b) silence versus candid
acknowledgement of differences, and c) the type of
inclusion, with genuine respect and tokenism as the
two extremes” according to Majumdar and Mooij
(2009, p.136). In this analysis I intend to consider
the three issues mentioned above as a lens to look
at inclusion and exclusion in science textbooks.
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