-The Hindu The textbook review panel left much to be desired in ensuring participation in its deliberations, says a dissenting member As a member of the NCERT committee on social science textbooks headed by Professor Sukhadeo Thorat, I have consciously kept away from the media so far. This was so, despite my dissenting note being made public. Now that Prof. Thorat has chosen to describe me as a ‘non-participant member’ of the...

-The Hindu The insights in the NCERT cartoon report can help to make the curriculum and the classroom more inclusive While the NCERT textbooks report has generated much heat, it has also shed positive light on the issue. It is time to reflect on this side of the debate and deal with the questions it raises. The committee’s mandate was to identify educationally inappropriate materials in textbooks and suggest alternatives, if necessary. The...

-The Telegraph A panel that approved NCERT textbooks in 2006 has expressed “dissatisfaction” at a review committee report suggesting 21 controversial cartoons should be deleted. The national monitoring committee (NMC), co-chaired by academics such as Mrinal Miri and G.P. Deshpande, had approved all new school textbooks in 2006. But a few cartoons in some political science textbooks had drawn criticism from politicians. The NCERT had then set up a committee under the Indian...

-The Times of India With an expert panel rejecting the SK Thorat committee's recommendations for large scale deletion of cartoons of politicians from school textbooks, the National Council of Educational Research and Training (NCERT) is likely to do away with only two illustrations from political science texts for classes IX to XII. A formal response to the Thorat report is being prepared, but NCERT is expected to delete two cartoons - one...

-The Hindu The debate over the cartoons used in NCERT textbooks as aids to learning have thrown up a range of issues. The discussion has crystallised around a set of oppositions: motivated political correctness of our elected representatives vs. the necessity of preemptory parliamentary intervention on educational material appropriate for schools; institutional autonomy vs. political responsibility of a state presiding over a diverse and fraught society; the hubris of ‘experts’ vs....