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The recent revision of Bangladeshi school textbooks for the upcoming academic year, 2025, has sparked significant controversy and debate. The National Curriculum and Textbook Board (NCTB), under the direction of the interim government, has undertaken a sweeping review of existing materials, aiming to eliminate what they term 'exaggerated' historical information and the 'unnecessary' glorification of individuals. This action, taken following the fall of the Sheikh Hasina government in August, represents a dramatic shift in the nation's educational narrative. The most prominent change is the re-evaluation of Ziaur Rahman's role in the 1971 independence movement. The revised textbooks will now explicitly credit Ziaur Rahman with declaring the independence of Bangladesh, a claim previously absent or downplayed in previous editions. This alteration signifies a significant departure from the historical accounts presented under the previous administration, which focused more prominently on the contributions of Bangabandhu Sheikh Mujibur Rahman and other key figures.
The decision to revert to the 2012 curriculum, abandoning the more recently implemented National Curriculum-2022, further underscores the political motivations behind this textbook revision. The NCTB has cited the 2022 curriculum's impracticability as the reason for the rollback. However, observers widely interpret this move as a strategic attempt to control the narrative of Bangladeshi history and shape future generations' understanding of the nation's past. The elimination of narratives and speeches by former Prime Minister Sheikh Hasina from the textbooks is particularly telling. This suggests a conscious effort to diminish her legacy and impact on the country's history. Committee members involved in the revision process have confirmed that portrayals of Hasina in a positive or heroic light have been removed, aiming for a more balanced presentation of historical figures.
This revised balance, however, comes at the cost of potentially minimizing the contributions of other historical figures who may have played crucial roles in Bangladesh's independence and subsequent development. The emphasis on creating 'equal respect' between Bangabandhu Sheikh Mujibur Rahman and Ziaur Rahman while removing content that might seem overly favorable towards Sheikh Hasina could lead to a sanitized and incomplete representation of historical events. The speed of the revisions, conducted with a limited timeframe, raises concerns regarding the thoroughness and accuracy of the alterations. The inclusion of Ziaur Rahman's contributions, previously excluded, should be meticulously researched and presented in a neutral and historically accurate manner. Rushing the process might result in the introduction of inaccuracies or biases that further distort the understanding of Bangladesh's complex history.
The textbook revisions extend beyond the inclusion or exclusion of specific individuals. Key subjects like Bangla, Mathematics, ICT, Bangladesh and Global Studies, Civics and Citizenship, History of Bangladesh, and World Civilization are all undergoing significant revisions. Even the cover designs are being updated or removed entirely, signifying a complete overhaul of the educational materials. This comprehensive approach indicates a deliberate attempt to reshape the broader educational landscape and establish a new historical interpretation sanctioned by the interim government. The process of revising 33 textbooks across various grades is being managed by expert committees, each composed of three to five subject-matter experts. These committees are working under strict directives from the NCTB and the interim government, suggesting a centralized and top-down approach to the revision process.
Despite assurances from the NCTB that the revised textbooks will be delivered to students by the first week of January, concerns remain about the long-term consequences of these rapid and politically motivated changes. The exclusion of the student-led mass uprising from the current revisions due to time constraints raises questions about the commitment to a truly comprehensive and balanced representation of Bangladesh's history. While the aim to eliminate 'exaggerated' or 'glorified' accounts of individuals is understandable, the process itself has been criticized for its apparent political motivations and lack of transparency. The revision of history through educational materials has far-reaching implications, potentially shaping national identity and political discourse for generations to come. The changes made must be carefully examined for their historical accuracy and impartiality to ensure that Bangladesh's youth receives a fair and unbiased education.
The controversy surrounding these textbook revisions highlights the sensitive nature of historical narratives and their role in shaping national identity. Different governments often seek to shape these narratives to suit their political agendas. While the removal of overtly partisan content is a reasonable aim, the speed and apparent political motivations behind these changes raise concerns about the objectivity and completeness of the revised textbooks. The long-term consequences of such politically driven alterations to the historical record remain to be seen, and their impact on the future understanding of Bangladesh's past will require continued scrutiny and analysis. The focus on creating a more balanced presentation of historical figures is commendable, but this should be achieved through transparent and academically rigorous processes, not politically motivated revisions. The balance sought should not come at the cost of a comprehensive and accurate account of Bangladesh's complex history.
Source: Bangladesh revises history, textbooks to say Ziaur Rahman declared independence