Does “Progress” in Curriculum Always Mean a “Progressive Curriculum?” A Multicultural Assessment of the New Indian National Curriculum Framework (Poster 4)

• In Event: Invited Division G Vice Presidential Poster Session

Abstract

The 2005 and the 2023 revised Indian National Curriculum Framework are analyzed using
Bank’s Five Dimensions of Multicultural Education to determine if the new Framework reverses,
maintains or furthers the way the 2005 framework mitigates issues of equity and inclusion. We
pay special attention to girls and marginalized racial/cultural groups whose absence from STEM
fields is grounded in socio-cultural power hierarchies dating back for generations. We find that the 2023 report fails to maintain the equity-based curriculum initiated in 2005, threatening the progress for female and minority participation in STEM that has been made under the previous
Framework.

Authors

• Rashi Agarwal, University of Texas at Austin

• Molly Novelli, Southern Methodist University