A debate unfolds regarding accountability in the NCRT textbook writing process, particularly concerning content deemed unacceptable by judges. An education expert, formerly associated with the Department of School Education and Literacy, discusses the rigorous scrutiny involved in textbook creation. The expert states, ‘there are layers and layers of scrutiny which are carried out before the textbook is actually released for use,’ expressing surprise that controversial content passed through. The discussion centers on a Class 8 textbook chapter that allegedly contained provocative language about corruption. The expert emphasizes that elementary-level textbooks should be ‘bland and factual and contextual,’ avoiding judgmental terms. The expert further argues that sensitive topics like corruption should be addressed through contextualized pedagogy rather than direct textbook content, noting that ‘an elementary school kid cannot be given a high’ level of complex discourse without proper guidance. The debate raises questions about balancing factual education with age-appropriate content delivery.
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