Intellectual Invasion in Public Education in Bangladesh: An Analysis of Curriculum Content

Abstract

This study investigates the manifestations of intellectual invasion in public school curricula in Bangladesh, with a special focus on cultural and doctrinal issues in the textbooks of civic education, social studies, Bengali, and English taught in grades 1–10 during the 2012–2022 curriculum cycle. A descriptive-analytical method was employed to examine the content of some textbooks selected from those which have been approved by the National Curriculum and Textbook Board (NCTB). To validate the findings, expert opinions from Islamic scholars and education specialists were consulted. The analysis revealed several elements that encourage the equalization of religions, promote participation in non-Islamic festivals, mislabel polytheistic rituals as “festivals,” and present religious innovations (bid‘ah) as Islamic holidays. Additionally, elements of Hindu culture were presented as national traditions, and secular perspectives on gender equality were embedded in educational materials. These practices pose significant risks to the preservation of Islamic creed and identity among students. The study concludes with recommendations for curriculum reform, emphasizing the need for alignment with Islamic principles while respecting cultural diversity.