[Assam] better textbooks - learning from USA - a viewpoint

[umesh sharma]

http://www.edutopia.org/muddle-machine#

In India I think Delhi's CBSE is what Texas is to the USA. However, CBSE doesn't have any forum to redress public greivances.

Umesh

http://www.edutopia.org/muddle-machine#
Don’t Mess with Texas The big three adoption states are not equal, however. In that elite trio, Texas rules. California has more students (more than 6 million versus just over 4 million in Texas), but Texas spends just as much money (approximately $42 billion) on its public schools. More important, Texas allocates a dedicated chunk of funds specifically for textbooks. That money can't be used for anything else, and all of it must be spent in the adoption year. Furthermore, Texas has particular power when it comes to high school textbooks, since California adopts statewide only for textbooks from kindergarten though eighth grade, while the Lone Star State's adoption process applies to textbooks from kindergarten through twelfth grade.
  If you're creating a new textbook, therefore, you start by scrutinizing Texas Essential Knowledge and Skills (TEKS). This document is drawn up by a group of curriculum experts, teachers, and political insiders appointed by the fifteen members of the Texas Board of Education, currently five Democrats and ten Republicans, about half of whom have a background in education. TEKS describes what Texas wants and what the entire nation will therefore get.
  Texas is truly the tail that wags the dog. There is, however, a tail that wags this mighty tail. Every adoption state allows private citizens to review textbooks and raise objections. Publishers must respond to these objections at open hearings.
  In the late '60s a Texas couple, Mel and Norma Gabler, figured out how to use their state's adoption hearings to put pressure on textbook publishers. The Gablers had no academic credentials or teaching background, but they knew what they wanted taught--phonics, sexual abstinence, free enterprise, creationism, and the primacy of Judeo-Christian values--and considered themselves in a battle against a "politically correct degradation of academics." Expert organizers, the Gablers possessed a flair for constructing arguments out of the language of official curriculum guidelines. The Longview, Texas-based nonprofit corporation they founded forty-three years ago, Educational Research Analysts, continues to review textbooks and lobby against liberal content in textbooks.
  The Gablers no longer appear in person at adoption hearings, but through workshops, books, and how-to manuals, they trained a whole generation of conservative Christian activists to carry on their work.
  Citizens also pressure textbook companies at California adoption hearings. These objections come mostly from such liberal organizations as Norman Lear's People for the American Way, or from individual citizens who look at proposed textbooks when they are on display before adoption in thirty centers around the state. Concern in California is normally of the politically correct sort -- objections, for example, to such perceived gaffes as using the word Indian instead of Native American. To make the list in California, books must be scrupulously stereotype free: No textbook can show African Americans playing sports, Asians using computers, or women taking care of children. Anyone who stays in textbook publishing long enough develops radar for what will and won't get past the blanding process of both the conservative and liberal watchdogs.
  Responding to citizens' objections in adoption hearings is a delicate art. Publishers learn never to confront the assumptions behind an objection. That just causes deeper criticism. For example, a health textbook I worked on had a picture of a girl on a windy beach. One concerned citizen believed he could detect the outlines of the girl's underwear through her dress. Our response: She's at the beach, so that's her bathing suit. It worked.
  A social studies textbook was attacked because a full-page photograph showed a large family gathered around a dinner table. The objection? They looked like Arabs. Did we rise up indignantly at this un-American display of bias? We did not. Instead, we said that the family was Armenian. It worked.
  Of course, publishers prefer to face no objections at all. That's why going through a major adoption, especially a Texas adoption, is like earning a professional certificate in textbook editing. Survivors just know things.
  What do they know?
  Mainly, they know how to censor themselves. Once, I remember, an editorial group was discussing literary selections to include in a reading anthology. We were about to agree on one selection when someone mentioned that the author of this piece had drawn a protest at a Texas adoption because he had allegedly belonged to an organization called One World Council, rumored to be a "Communist front."
  At that moment, someone pointed out another story that fit our criteria. Without further conversation, we chose that one and moved on. Only in retrospect did I realize we had censored the first story based on rumors of allegations. Our unspoken thinking seemed to be, If even the most unlikely taint existed, the Gablers would find it, so why take a chance?
  Self-censorship like this goes unreported because we the censors hardly notice ourselves doing it. In that room, none of us said no to any story. We just converged around a different story. The dangerous author, incidentally, was celebrated best-selling science fiction writer Isaac Asimov.




Umesh Sharma

Washington D.C. 

1-202-215-4328 [Cell]

Ed.M. - International Education Policy
Harvard Graduate School of Education,
Harvard University,
Class of 2005

http://www.uknow.gse.harvard.edu/index.html (Edu info)

http://hbswk.hbs.edu/ (Management Info)




www.gse.harvard.edu/iep  (where the above 2 are used )
http://harvardscience.harvard.edu/



http://jaipurschool.bihu.in/
       
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