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Indian Express
02-05-2025
- Politics
- Indian Express
Opinion NCERT's attempt to change history in school textbooks undermines our diverse past
The latest changes introduced by the National Council of Educational Research and Training (NCERT) in the social science and English textbooks for class VII have sparked many controversies. Previously, students of class VII had three separate books for history, geography, and social and political life. However, NCERT has now put these three subjects into one unified volume titled Exploring Society: India and Beyond (Part I). The second part of this new book is likely to come out within a few months. Previously class VII history book included sections on the medieval Delhi Sultanate (12th-15th centuries) and the rise of the Mughal Empire in the 16th century, but the new combined textbook has omitted these topics. NCERT has also not cleared its stance about whether these topics would be covered in the forthcoming second volume. Many educationists are sceptical about the inclusion of these topics in the second part of the book. Such scepticism is indeed not unfounded. In the recent past, NCERT has introduced other curriculum changes that have provoked debate. For instance, last year, it made significant revisions to the class XII history syllabus, pointing out that the recent archaeological research effectively dismissed the theory that the fall of the Harappan civilisation was caused by the migration of the Aryans into India. Such a change clearly implies that the Aryans should not be considered foreigners to the Indian subcontinent. Similarly, in a class VI history textbook, the NCERT removed the word 'Hindu' from a chapter on Birsa Munda. The earlier edition of the book mentioned that Birsa Munda had 'opposed the missionaries and Hindu landlords.' In the new edition, the word 'Hindu' was deleted from this sentence. The new class VII social science textbook includes a chapter titled 'How the Land Became Sacred.' It begins with a quotation from the Bhagavata Purana and discusses the sacredness and significance of pilgrimage sites for all religions. The chapter even contains a special section on the Kumbh Mela. Naturally, academics have questioned whether a school textbook can have a chapter on the sacred nature of religious sites at all. It is evident that in making changes to the school textbooks, NCERT's primary target is history. It seems that NCERT aims to present a fragmentary picture of Indian history to the students that is likely to erase the image of a country that celebrated unity in diversity. Notably, for the ideological purposes of the state, young minds happen to be the most fertile breeding ground. Louis Althusser showed long ago that among the ideological state apparatuses, the school is the most powerful and effective one in modern times. A child spends most of the time of a day in school. To a child, a textbook can appear as the gospel truth. This is why, silently, the state performs the task of manipulating future citizens using the school as an ideological state apparatus. Two important points need to be noted here. First, in a post-modern sphere of understanding, nobody can call history sacrosanct. Multiple interpretations of a historical event are, of course, always available. The perspective chosen for writing a historical event determines which version of history will be presented to the readers. But can well-established facts ever be altered? For instance, Birsa Munda fought against Hindu zamindars; this is a fact. Similarly, will the history of India be complete without the Mughal era? Second, the NCERT is an autonomous central body. It can prepare textbooks and advise on various subjects for both the central and state school boards, but it cannot compel all the boards to adopt its recommendations. The reason is simple. Since education is on the concurrent list of the Indian Constitution, state governments are not always obliged to accept the recommendations of NCERT. For example, in West Bengal, the English-medium schools affiliated with the state's Board of Secondary Education do not use NCERT textbooks. The same is true in many other states of India. Even the ICSE board mostly does not use NCERT books. Only the CBSE board religiously uses NCERT textbooks. So, the ideological turn is not going to have a large-scale impact across the schools. Against this backdrop, one must return to Althusser. He maintains that even within a state-controlled system of education, there are always a few teachers who do not teach students toeing the ideological line; rather, they teach them to think differently. Many may recall the school Udayan Pandit runs in Satyajit Ray's film Hirak Rajar Deshe. Despite the oppression of the state, it is ultimately Udayan Pandit who comes out victorious in his rebellion against the King. There are many Udayan Pandits even in the schools that teach NCERT textbooks. It should also not be forgotten that the federal structure of India is the greatest safeguard for the ethos of unity in diversity in India. Moreover, history is not written only on the pages of textbooks; history is also inscribed in the collective memory of people. Memory cannot be erased at will.
Indian Express
01-05-2025
- General
- Indian Express
Opinion Northeast India is not only magnificent but also strategically crucial. Our textbooks must reflect that
A close examination of NCERT school textbooks reveals a persistent exclusion of Northeast India from the socio-cultural and historical narratives around India. The region struggles to find recognition within the broader conception of the nation. The glaring omission of Northeast India's history, society and culture from NCERT textbooks suggests that the people of this region are not acknowledged as sharing common elements — collective memory, identity, historical territory, myths of origin and symbols — with the rest of India. This exclusion, including in the latest revisions of the textbooks, renders them invisible. A particularly concerning example is the social science textbook for class VII students titled Exploring Society: India and Beyond. Although Chapter 8 of the book, 'How the Land Becomes Sacred', discusses India's sacred geography, the minimal representation of the Northeast remains a matter of concern, implying to young students that it is regarded as profane rather than sacred — an unsettling perspective that marginalises its rich heritage. Northeast India is an ecological marvel, characterised by towering blue mountain ranges and intricate hilly terrain interwoven with rivers, streams, rivulets, meadows, and woodlands. The northernmost reaches are home to the impenetrable Eastern Himalayas, where diverse communities have long resided. Local myths, legends, folklore, customs, beliefs, and traditions are deeply rooted in this sacred landscape. The mighty Brahmaputra River, entering the Assam plains as the Lohit River, meets the Siang River to the west, merging near Pasighat, famously known as the land of hanging bridges in Arunachal Pradesh. Encircled by hills and mountains, the Brahmaputra Valley is a thriving cultural hub, hosting an array of rituals, fairs, and festivals. Nestled on Nilachal Hill along its banks is the world-renowned Kamakhya Temple, believed to house 51 sacred Shakti Peethas. The valley itself reflects a deep-rooted cultural continuity with the Indo-Gangetic plains. Above the Brahmaputra Valley lies Arunachal Pradesh — known as the Land of the Dawn-lit Mountains or Land of the Rising Sun — primarily inhabited by indigenous tribes, including Buddhist communities practising Mahayana and Hinayana traditions. The people of Arunachal Pradesh regard their landscape as being inhabited by spirits, embedding spirituality within their way of life. To the south of the Brahmaputra Valley lie the rugged mountain tracts of Nagaland: The Land of Festivals; Meghalaya: The Abode of Clouds; and Mizoram: The Land of Blue Mountains, adjacent to one another. Tripura extends into the hills and the plains of the larger Brahmaputra basin, forming a crucial part of this diverse ecological and cultural fabric. These states are distinguished by their varied topography — rugged hills, blue mountains, and networks of streams, rivers, and gentle rivulets. Manipur, often called the Switzerland of India, is a hilly and mountainous state with a small oval-shaped valley at its centre. The Northeast also houses numerous sacred groves — over 280 in Assam, more than 100 in Arunachal Pradesh, and 166 in Manipur, locally known as Umanglais. The region has innumerable water bodies too. The famous Loktak Lake, nestled in the Manipur Valley, is a unique freshwater body where floating houses thrive. The fisherfolk who inhabit the lake have a deep spiritual connection with its cosmology, believing it to be under the protection of Goddess Ima Lairembi. For these communities, their sacred ecology holds immense emancipatory power, sustaining their exuberant existence and cultural continuity. The Northeast is home to 45 million people and stands as India's most ethnically diverse region, with over 400 languages and dialects. It embodies more than half of India's experiential diversity — including ethnicity, customs, traditions, languages, beliefs, attire, and cuisine. A vital crossroads of cultures, it serves as India's gateway to trade, commerce, and cultural exchange with East and Southeast Asia. Northeast India's culture and geographical position, therefore, can play a crucial role in shaping India's Act East Policy. Therefore, incorporating Northeast India's socio-cultural traditions in NCERT textbooks isn't just about representation, fairness, inclusivity, and educating young minds with a well-rounded understanding of their country's heritage. It's time the education system embraces the Northeast's rich legacy, ensuring that its history and traditions are given the space and attention they deserve.
Time of India
28-04-2025
- Politics
- Time of India
‘Can't erase facts': Bratya on NCERT move to omit Mughals from texts
Kolkata: Bengal education minister Bratya Basu on Monday slammed the NCERT for erasing historical facts from its social science textbook. "While history is open to interpretation, historical facts cannot be erased," Basu said, adding, "One should remember that history repeats itself — so the history somebody chooses to exclude will one day exclude them." Tired of too many ads? go ad free now TOI reported on April 28 that all references to Mughals and the Delhi Sultanate had been removed from Class 7 NCERT social science textbook. NCERT officials indicated that the released book — 'Exploring Society: India and Beyond' — only represents the first part of the revised syllabus, with the second part expected in the coming months. However, they refrained from commenting on whether the omitted content would be part of the yet-to-be-released second part. In a statement on X, Basu said, "Class 7 NCERT social science textbooks have removed chapters on the Mughals and the Delhi Sultanate to be replaced by content on ancient Indian dynasties and 'sacred geography'. Though history is open to interpretation, historical facts cannot be erased. If one writes medieval Indian history excluding the Mughals, it distorts the historicity of that period. One should remember that history repeats itself — the history somebody chooses to exclude will one day exclude them." This NCERT move follows earlier efforts during the Covid-19 pandemic to streamline the syllabus, where sections on Mughals and the Delhi Sultanate, including detailed accounts of dynasties like those of Tughlaq, Khalji, Mamluk, and Lodi, were trimmed. In the most recent update, all references to these historical periods have been completely removed from the social science textbook.
Scroll.in
28-04-2025
- Politics
- Scroll.in
New NCERT Class 7 textbook drops chapters on Mughals, Delhi Sultanate
The National Council of Educational Research and Training has released a new social science textbook for Class 7, doing away with chapters on the Delhi Sultanate and the Mughals, and giving primacy to ancient Indian dynasties and cultural heritage, reported The Hindu. The NCERT is an educational body that advises the Union government on school syllabi. The updated textbook, Exploring Society: India and Beyond, Part-1, replaces three previous books for history, geography and social and political life, a subject introduced to replace civics. The changes are part of a broader curriculum revamp under the National Education Policy 2020 and the National Curriculum Framework. New textbooks have been rolled out for Class 4 and Class 7 for the 2025-'26 academic year, after updates for Class 3 and Class 6 last year. The new Class 7 book introduces themes such as the Magadha, Maurya, Shunga and Sātavāhana dynasties with a focus on 'Indian ethos'. It also incorporates references to the 2025 Maha Kumbh held in Uttar Pradesh's Prayagraj and includes Sanskrit terms like janapada, samrāj, adhirāja and rājādhirāja. The book covers the period from 1900 BCE to the 9th century AD, ending with the Gupta Empire. An unidentified NCERT official told The Print that Part 2 of the textbook is scheduled to be released in the coming months and will cover additional topics. 'Part-1 contains 12 chapters, which will be taught during the first six months of the academic session,' the official said. The book is structured around five themes: India and the world, land and the people, tapestry of the past, our cultural heritage and knowledge traditions, governance and democracy, and economic life around us. The history section details the rise of Magadha kingdom. Some chapters also mention Alexander's conquest of the Persian Empire, the spread of Greek culture and encounters with Indian kingdoms such as Paurava, ruled by King Porus. The textbook contains descriptions of Vedic rituals and also mentions that Sanskrit emerged as a preferred language for philosophical and literary works. Chapter Eight explores India's 'spiritual geography', beginning with a verse from the Bhagavata Purana, which is one of Hinduism's 18 major religious texts. It highlights pilgrimage sites across religions and includes a quote from Jawaharlal Nehru, describing India as a land of pilgrimages united by shared culture and spirituality. The Kumbh Mela at Prayagraj is detailed with reference to the estimated 660 million pilgrims at the 2025 gathering. The textbook also contains a chapter on the Constitution, recounting a Supreme Court ruling in 2004 that upheld citizens' right to fly the national flag as part of their Fundamental Right to Freedom of Expression. It mentions how the government sought feedback on proposed amendments to Aadhaar authentication rules for good governance in 2020. NCERT had earlier rationalised syllabi during the Covid-19 pandemic, trimming content about Mughal emperors and Delhi sultans. It remains unclear whether the rise of the Sultanate and Mughal rule will feature in Part-2. In the foreword of the new textbook, NCERT Director Dinesh Prasad Saklani wrote: 'The text integrates the values we desire our students to develop, is rooted in the Indian cultural context and introduces global perspectives in an age-appropriate manner.'
Time of India
28-04-2025
- Politics
- Time of India
No Mughal Dynasty in Class 7 NCERT textbook, fresh chapters on Indian rulers introduced
The Mughals and the Delhi Sultanate will no longer be taught in schools as all references have been removed Class VII NCERT social science textbook. Instead, fresh chapters on Indian rulers have been added. #Pahalgam Terrorist Attack India stares at a 'water bomb' threat as it freezes Indus Treaty India readies short, mid & long-term Indus River plans Shehbaz Sharif calls India's stand "worn-out narrative" The newly released book, ' Exploring Society: India and Beyond ', only represents the first part of the revised syllabus and the second part is expected in the coming months, CBSE officials indicated. However, NCERT officials refrained from commenting on whether the removed content would be part of the yet-to-be-released second part, TOI reported. Further, English textbook, 'Poorvi', will now have nine out of 15 stories, poems and narratives by Indian authors or will have Indian themes. Works of Rabindranath Tagore, APJ Abdul Kalam and Ruskin Bond have been included. This marks a shift from the previous textbook 'Honeycomb', which had only four Indian writers among its 17 authors. Revisions include Indian traditions The new textbooks, released recently, have several changes, including the addition of chapters on Indian dynasties, "sacred geography", government initiatives and other cultural aspects, aligning with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023. Live Events These revisions aim at focusing on Indian traditions, philosophies and local knowledge systems in the school curriculum. The move comes after earlier efforts during the Covid-19 pandemic to streamline the syllabus, where sections on Mughals and the Delhi Sultanate, including detailed accounts of dynasties like those of Tughlaq, Khalji, Mamluk, and Lodi, were cut. In the updated, all references to these historical periods have been completely removed from the social science textbook. Instead the social science textbook now has fresh chapters on ancient Indian dynasties such as the Magadha, Maurya, Shunga, and Satavahanas, with a strong emphasis on "Indian ethos". A notable addition is a chapter titled 'How the Land Becomes Sacred', which explores the significance of sacred places across India and the world, touching on major pilgrimage sites associated with various religions, including Hinduism, Islam, Christianity, Judaism, Zoroastrianism, Buddhism and Sikhism. It explores concepts like"sacred geography", describing networks of revered locations such as the 12 jyotirlingas, the Char Dham Yatra, and the shakti pithas. It also mentions about sacred mountains, rivers, and forests. The new curriculum further discusses the 'varna-jati' system, noting its role in providing societal stability initially, but highlighting how it became rigid over time, particularly under British colonial rule, leading to inequalities. Additionally, the Maha Kumbh Mela, which attracted around 660 million people in Prayagraj this year, is mentioned, though the tragic stampede that resulted in the loss of 30 lives is not referenced. The book also introduces content related to modern-day India, including references to governemnt initiatives like 'Make in India', 'Beti Bachao Beti Padhao' and the Atal Tunnel. Another chapter in social science is on the Constitution, which emphasises the importance of national flag, recounting a landmark moment in 2004 when a citizen challenged the restriction on flying the national flag at home. SC's ruling affirmed that flying the tricolour is part of Fundamental Right to Freedom of Expression.
