The impact of biased or misleading content in curriculum books is felt by millions of students around the world. These books are considered institutions of knowledge and objects we look to for guidance and truth, sometimes even more so than our teachers. However, they are often infused with prejudice and the bigotry of the authors and publishers. Sexism, racism, and xenophobia are intricately woven into the education system through these texts, leading to a perpetuation of societal norms that are often baseless and harmful.
The impact of these biased and misleading texts on students is profound. An ICSE textbook refers to "Leaders of the Muslim League" as "Muslims of the League," Allen's book on premedical biology states that homosexuality transmits AIDS, and even children's books reinforce existing gender norms by dressing boys and girls in blue and pink respectively. Such texts perpetuate harmful stereotypes and reinforce discriminatory beliefs that have no basis.
This is further compounded by the fact that publishers, education boards, and governments care more about what is socially acceptable than being informed, nonconformist, and accepting. When a student's marks are deducted for discussing rape, misogyny, and transphobia in an essay, publishers know to not 'educate' incoming batches about these topics, which makes them "taboo" amongst the student community. This lack of awareness results in a generational cycle of hushing what's important to address, making students incompetent in understanding and addressing real-world problems and ostracizing those who are supposedly "acting up."
The stakes are high if we fail to act now. Future generations of students will continue to be exposed to biased and misleading content in curriculum books, perpetuating hate and reinforcing, often baseless, societal norms. The following measures can help reduce the prevalence of biased and misleading content in curriculum books: 
1. Establishing legislative guidelines to ensure that curriculum textbooks are unbiased, factual and representative of diverse perspectives. 
2. The setting up of an intersectional committee that ratifies curriculum books before they are published.