Whose Education? Whose Nation?
The Role of Government Primary School Textbooks of Bangladesh in the Marginalization of Poor and Ethnic Minority Children
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Through an analysis of Social Studies textbooks of the government primary school curriculum of Bangladesh, this book highlights the role of the education system in pushing poor and ethnic minority children out of school. The texts and graphics are analyzed in order to examine the ways in which they oppress and exclude these children by perpetuating dominant ideologies of nationhood, constructing a notion of the ideal citizen, and criminalizing those who do not fit this category. Using an anti-colonial and post-colonial theoretical framework, the study situates the education system of Banglades...
Through an analysis of Social Studies textbooks of the government primary school curriculum of Bangladesh, this book highlights the role of the education system in pushing poor and ethnic minority children out of school. The texts and graphics are analyzed in order to examine the ways in which they oppress and exclude these children by perpetuating dominant ideologies of nationhood, constructing a notion of the ideal citizen, and criminalizing those who do not fit this category. Using an anti-colonial and post-colonial theoretical framework, the study situates the education system of Bangladesh within its histories of colonial domination and argues that the discourses present in these textbooks reflect colonial forms of racism and oppression, and reproduce class and ethnic hierarchies characteristic of the larger Bangladeshi society. Most importantly, this study advocates the need for a just and equitable education system that respects all children of Bangladesh as citizens of the country.
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