{"title":"Manifestation of Women’s Rights in School Textbooks? Evidence from Social Science Textbooks in India","authors":"Suzana Košir, Radhika Lakshminarayanan","doi":"10.1007/s12142-024-00726-7","DOIUrl":null,"url":null,"abstract":"<p>In India, consistent marginalization of women suggests that broader societal transformation is needed to transcend gender stereotypes and foster gender equality. Effective school curriculum and textbook content can influence and revitalize mindsets to respect and uphold women’s rights (WR). This research examines the manifestation and extent to which WR is addressed in Indian school social science textbooks using qualitative content analysis. Data from official primary and secondary school textbooks published between 2006 and 2013 and reprinted between 2017 and 2019 were analyzed, based on the components of WR prescribed by the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), using descriptive statistics (frequency and percentage). The results indicate that there is negligible focus on WR in textbooks at the elementary level. While both explicit and implicit focus on WR increased at the secondary and senior secondary levels, some vital aspects were either marginally represented or completely missing.</p>","PeriodicalId":45171,"journal":{"name":"Human Rights Review","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Human Rights Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s12142-024-00726-7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LAW","Score":null,"Total":0}
引用次数: 0
Abstract
In India, consistent marginalization of women suggests that broader societal transformation is needed to transcend gender stereotypes and foster gender equality. Effective school curriculum and textbook content can influence and revitalize mindsets to respect and uphold women’s rights (WR). This research examines the manifestation and extent to which WR is addressed in Indian school social science textbooks using qualitative content analysis. Data from official primary and secondary school textbooks published between 2006 and 2013 and reprinted between 2017 and 2019 were analyzed, based on the components of WR prescribed by the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), using descriptive statistics (frequency and percentage). The results indicate that there is negligible focus on WR in textbooks at the elementary level. While both explicit and implicit focus on WR increased at the secondary and senior secondary levels, some vital aspects were either marginally represented or completely missing.
期刊介绍：
Human Rights Review is an interdisciplinary journal which provides a scholarly forum in which human rights issues and their underlying empirical, theoretical and philosophical foundations are explored. The journal seeks to place human rights practices and policies within a theoretical perspective in order to link empirical research to broader human rights issues. Human Rights Review welcomes submissions from all academic areas in order to foster a wide-ranging dialogue on issues of concern to both the academic and the policy-making communities. The journal is receptive to submissions drawing from diverse methodologies and approaches including case studies, quantitative analysis, legal scholarship and philosophical discourse in order to provide a comprehensive discussion concerning human rights issues.
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