Curricular Erasure And Queer Invisibility: A Content Analysis Of Indian School Textbooks

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division B - Section 1: Cultural Inquiry in Curriculum Studies Virtual Poster Session

Abstract

LGBTQ+ communities face biases, which are partly due to the non-inclusiveness of the Indian curriculum. Reports show a notable dropout rate of queer children due to bullying in schools. This study aims to examine the erasure and misrepresentation of the LGBTQ+ community in Indian School Curricula. The study used Qualitative content analysis, applying a deductive approach, grounded in concepts of queer theory, to analyse NCERT and SCERT textbooks. Seven codes: erasure, heteronormativity, policy ambiguity, tokenism, hidden curriculum, gender essentialism, and selective inclusion were applied. Findings revealed persistent cis-heteronormativity and binary frameworks. The study suggests a queer inclusive curriculum emphasising teacher training reform. It helps shape future generations by showing how a curriculum influences one’s identity and degree of belongingness.

Authors

• Nishtha Saxena, University of Delhi

• Anya Aggarwal, University of Delhi