A Critical Reading of English Rhymes Taught at Primary Schools in West Bengal

Abstract

Cultural hegemony tacit within the official school syllabi of post-colonial India has not been subjected to scientific criticism. School curricular content for young language learners (YLL) has the potential to create standardized human products of a hegemonic social system. Critical readings of primary level textbooks therefore hold relevance. This study undertook a critical reading of rhymes from the purposively selected English textbook of Class-III taught in West Bengal. Qualitative methods were adopted. Latent analysis (of content) was used for revealing complicated interests at play within the selected English as Second Language (ESL) textbook. The tacit themes emerging post analysis of the official content comprised of — socio-cultural hegemony and hierarchy, homogenization, gender neutrality, and contextuality. It was found that young minds could be instructed to become conforming, unquestioning mechanical products of a society through the teaching of English rhymes during primary schooling. The undermining of contextual representations through a globally dominant language and culture (English) was also prominent. An in-depth study of these English rhymes implied that their teaching sustained socio-cultural hegemony, promoted homogenization of thought and actions, thereby compromising upon critical consciousness of the YLL in context.