Teaching Culture through Textbooks: A Systematic Content Analysis of Primary School Materials

Abstract

This paper examines the textbook curriculum of formal education designed for primary school children in Bangladesh. It focuses on the development, preservation, and transmission of cultural identity, cultural diversity, and social cohesion through educational materials, including textbooks. The study seeks to explore how cultural discourses, ideologies, and inclusive ideals are constructed and communicated to young learners. We employed a descriptive textual analysis method to examine the content in two official textbooks: Amar Bangla Boi (My Bengali Book) and Bangladesh and Global Studies (BGS), designed for Classes IV and V. Our analysis assessed the suitability of these textbooks in preserving and transmitting cultural identity and social cohesion, as well as their alignment with the values and ethics of the diverse cultures represented. Through our textual analysis, we found that both textbooks adopt a structured and multifaceted approach to cultural education. Rather than treating culture as a standalone subject, they integrate cultural elements throughout their content, employing a range of pedagogical strategies. The curriculum weaves together literature, history, geography, and social studies to cultivate cultural awareness, ultimately nurturing informed citizens with a strong sense of identity and an appreciation for Bangladesh’s rich and diverse heritage. Social Science Review [The Dhaka University Studies, Part-D], Vol.43, No.1, June 2026, pp. 175-192.