-Jinal Trivedi
Mughal's history has been wiped out from NCERT textbooks and many state-board textbooks. The revised version of textbooks shows the introduction of history of C.Shivaji Maharaj. The selective deletion in this round of textbook revision reflects the sway of divisive politics over pedagogical concerns.
The discussion opened on how historical narratives are written, why was it necessary to omit the part and how does this shape a student's mind?
1. What is Indian history and is it the same for all?
2. How does this approach impact the historical content across different states and their educational boards?
3. What does one interpret from this omission of academic syllabus?
The discussion started by questioning why we study history in schools. Is it merely for nostalgia or to memorize important dates and events? The deficiency lies in how history is interpreted and understood, which should be an integral part of education. The interpretation of history should encompass various narratives and different ways of narration, as they can significantly impact our understanding of the past. It seems limiting to confine ourselves to just one interpretation. The idea of history written from a neutral point was suggested in addition to questioning the narratives we were taught when in school.
Further, we discussed the different narratives taught in various educational boards across different states, such as Maharashtra, Delhi, Gujarat, and even in international contexts like Dubai. Additionally, engaging in discussions about figures like Shivaji and Aurangzeb, or delving into the lives of Shambhaji and the complexities of their interactions, can further enrich our understanding of history.
Suggested reading the following books:
• The real history (Introduction)
• Myth and reality, DD Kosambi
• An Introduction to the Study of Indian History, DD Kosambi
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