Swati Bhattacharya
Independent Researcher
Assam, India
Abstract
This study undertakes a comprehensive comparative analysis of Class 10 history textbooks published in Hindi by the Uttar Pradesh State Board and in Bengali by the West Bengal Board of Secondary Education over the two‐decade span from 1995 to 2015. Recognizing textbooks as powerful vehicles that convey selective narratives, we examine how seminal events—namely the Revolt of 1857, the nationalist movement, the Partition of India, and post‐independence developments—are framed across linguistic and regional contexts. Utilizing a purposive sampling strategy, four editions (Itihas, 1995 & 2015; Itihas O Rajniti, 1995 & 2015) were sourced, coded, and analyzed through a detailed qualitative content‐analysis protocol. Coding categories included event selection, language framing, imagery, terminology, and regional emphasis. Results reveal pronounced divergences: the Hindi textbook extensively foregrounds pan‐Indian heroism and unity, with emotive descriptors and maps centering northern locales, while the Bengali textbook privileges local movements, deeper socio‐economic analyses of Partition’s aftermath in Bengal, and archival photographs that contextualize regional agency. Both textbooks have evolved by 2015 to incorporate contemporary themes—linguistic movements, environmental crises, and technological advances—yet foundational biases rooted in state politics and linguistic identity remain. Our findings underscore the importance of collaborative curricular reform that integrates both national and regional perspectives, suggesting the development of cross‐state supplementary modules and teacher‐training initiatives focused on critical historiography. This will empower learners to engage more critically with India’s multifaceted past and foster an inclusive historical consciousness.
Keywords
Textbook Bias, Comparative Content Analysis, Regional History, Class 10, Hindi Textbook, Bengali Textbook
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