Human values encompass both widely accepted social norms and the expected behavior of individuals. For school children, these values play a crucial role in helping them adapt to their environment while shaping their emotional and moral development. Textbooks, beyond enhancing cognitive skills, serve as a fundamental tool in instilling these values. In 2011, a political shift in West Bengal led to major educational reforms, including changes in the elementary school curriculum. As a result, the content of vernacular Bengali textbooks before and after 2011 reflects notable differences. Some values have remained consistent, while others have evolved to align with contemporary educational priorities. This study examines the evolution in human values across different age groups in Bengali textbooks, focusing on how value representation has changed due to curriculum revisions. A qualitative content analysis was conducted on sixteen Bengali textbooks — eight from the pre-2011 curriculum and eight from the post-2011 curriculum, covering Classes I to VIII under the West Bengal Board of primary Education (WBBPE). The study employed a coding approach to categorize and analyze values such as aesthetic expression, environmental awareness, national consciousness, empathy, truthfulness, self-confidence, learning to live together, and love for family. The findings reveal a significant shift in the distribution and emphasis of values in newer textbooks. While traditional values like dignity of labor and religious tolerance were more prominent in older textbooks, newer textbooks place greater emphasis on cooperation, democratic decision-making, gender equality, and positive thinking. Additionally, national consciousness and environmental awareness have received increased focus in both textbook versions.
Anup Biswas (2025) studied this question.