- NCERT textbooks have a history of glorifying Islamic invaders and the Moghul empire while downplaying the contributions of Hindu rulers and marginalizing Bharat’s ancient history.
- The inaccurate and biased portrayal of Islamic invaders as promoters of syncretic cultural values and whitewashing of their oppression of the indigenous Hindu people of Bharat.
- Bharat’s leading liberal arts, humanities, and social sciences universities have become centers of anti-Hindu and anti-Bharat activism.
- Humanities and social sciences education in India is over-reliant on Western frameworks, presenting a biased and problematic critique of Indian society and culture through simplistic mapping of Western theories on the Bhartiya context.
- Elite liberal arts universities of India are importing wokeism from elite Western universities like Harvard.
India is perhaps the only country in the world where the modern education system systematically grooms its citizens to hate their own culture and civilization and uncritically eulogize everything foreign. We have grown up reading school textbooks where every “foreign intervention”, from Islamic invasions to the British colonial empire has been credited with making Bharat culturally rich, modern, and proud. On the other end of the spectrum, anything to do with the glory and achievements of ancient Bharat has been brushed aside as a conspiracy theory.
The humanities and social sciences education in India, especially, has been hijacked by woke leftist forces. That’s why events denouncing Hindu Dharma and making problematic assertions about Hinduism and Hindutva have become a commonplace occurrence in Indian academia.
In March 2024, several videos of Haryana’s Ashoka University went viral on social media, where students could be heard shouting casteist slogans like “Brahmin-Baniyawaad Murdabaad.” The students raising slogans were reportedly part of a protest on March 26th demanding a caste census and asking for reservations. [1]
Bharat’s prestigious Jawaharlal Nehru University, long a bastion of woke forces, has witnessed many anti-Hindu and anti-Bharat events and protests orchestrated by far-left forces. From slogans shouting “Bharat tere tukde honge” (India, you shall be broken into pieces) to events denouncing Hindu customs and traditions, Devi-s and Devta-s have been common in JNU.
About a decade back, an event called “Mahishasura Divas,” reportedly organized by the All-India Backward Students’ Forum (AIBSF) at the School of Social Sciences, was regularly celebrated at JNU where the demon Mahishasura, who, according to Hindu itihasa, was slain by Durga Maa, was hailed as a martyr.[2] [3] Such misrepresentations of figures from Hindu epics and refashioning them as “Dalit icons” were part of a larger missionary effort to exploit faultiness within Indian society, appropriating Dalit histories and supplanting them with their own version of it.
These are just a few examples of the anti-Hindu hatred and propaganda that the campuses of elite Bhartiya universities have become centers of. Given the open-ended nature of the humanities and social sciences curriculum, it’s relatively easy to propagate all sorts of divisive, violent, and anti-national movements and ideologies in the garb of exposing students to multiple viewpoints.
Obviously, one cannot demarcate between classroom teaching and “outside classroom” activities. The venomous anti-Hindu discourse on the campus seeps into the classroom as well, creating an environment for Bhartiya students to get brainwashed against their own culture and civilization.
In this article, we examine in detail the underbelly of Bharat’s school and higher education systems that give operative space to all sorts of anti-Bharat and anti-Hindu actors. We also discuss how some of these issues can be addressed.
NCERT Books – Graveyard of Bhartiya Civilizational Narrative
The fact that the National Council of Educational Research and Training (NCERT) history textbooks in India have been heavily biased towards Mughal history is well known. In the 1990s and early years of the 21st century, one grew up reading NCERT history books that devoted a disproportionate amount of space to the Mughal rulers. The contemporary Hindu rulers were typically reduced to a paragraph or two. Also, the ancient history of Bharat has little or no representation in NCERT textbooks from those times. If at all, the readers had to do with a distorted retelling through the Western lens.
Further, one found almost no mention of the Indian knowledge systems and Bharat’s contribution to science, environment, astronomy, medicine, mathematics, philosophy, art, music and dance, literature, etc. For a long time, school textbooks in India have been teaching both sciences and social sciences to students from a Western perspective.
Reading these books, school students would have no clue about ancient India’s contribution to the development of art, science, philosophy, etc. It’s thus natural that a generation brought up reading subject matter that presents them with the history and achievements of various disciplines from an exclusive Western perspective would regard all scholarship about ancient Bharat’s contribution to global knowledge systems as a conspiracy theory.
Ironically, the project to whitewash the crimes of Islamic colonizers began after Bharat gained independence in 1947. The left-liberal ecosystem developed a cabal of like-minded scholars and experts whose motivations in writing history were purely political, and they deliberately exaggerated the “multicultural” and “syncretic” aspect of Islamic invaders (even in cases where it hardly existed) and downplayed their Islamist agenda. Their efforts gained momentum in 1981 when the NCERT, under the instructions of the Ministry of Education, issued new guidelines on how to write history. Here are some noteworthy excerpts from the NCERT guidelines: [5]
- ‘[…] over-glorification of the country’s past is forbidden’
- ‘[…] the Gupta Age can no longer be referred to as the golden period of Hinduism’
- ‘Muslim rulers cannot be identified as foreigners except for early invaders who did not settle here’
- ‘Aurangzeb can no longer be referred to as the champion of Islam, and that Shivaji cannot be over-glorified in Maharashtra textbook’
- ‘Characterization of the medieval period as a dark period or as a time of upheaval between Hindus and Muslims is forbidden’
- ‘Historians cannot identify Muslims as rulers and Hindus as subjects. The state cannot be described as a theocracy without examining the actual influence of religion. No exaggeration of the role of religion in political conflicts is permitted […] Nor should there be neglect and omission of trends and processes of assimilation and synthesis.’
Eminent historian Sita Ram Goel, in his book “The Story of Islamic Imperialism in India”, discusses the politically motivated NCERT guidelines emphasizing the existence of a “composite culture” in medieval India:
Another primary NCERT guideline regarding the writing of medieval Indian history is that ‘neglect and omission of trends and processes of assimilation and synthesis, and growth of a composite culture’ is ‘prejudicial to national integration.’
The right-hand does not know what the left hand has done. First, we are told not to treat the Islamic invaders as foreigners. Next, we are asked not to neglect trends and processes of assimilation and synthesis. One may very well ask: If the Islamic invaders were not foreigners, who was getting assimilated by whom? If the culture which these invaders brought with them was not alien, what was getting synthesized with what? And where is the need for inventing and sponsoring a composite culture, unless the Islamic culture is found to be working at cross purposes with the indigenous Hindu culture? [6]
In the last few years, several initiatives have been undertaken to revise NCERT textbooks and undo the Islamic appeasement project of the past. Ironically, these efforts have been characterized as politicization of history by numerous Western media outlets, think tanks, academia, etc. Curiously, the very same entities have remained completely silent on the deliberate distortion of history by the successive regimes during the first seven decades of Bharat’s post-independence period to glorify Islamic invaders and portray them as propagators of a syncretic culture and whitewashing their mass oppression of Hindus and large-scale annihilation of Hindu culture and traditions facilitated by these rulers.
Challenges in Reforming School Textbooks: A Clash of Ideologies
In 2021, the Parliamentary Standing Committee on Education, Women, Children, Youth, and Sports invited public suggestions on “Reforms in the Content and Design of School Textbooks.” During the discussion itself, the left-liberal cabal made multiple attempts to jeopardize textbook reform by insinuating that “RSS affiliates” were trying to influence it, as if any entity outside the left-liberal ecosystem had no right to exist and put forth its point of view.
During the discussion itself, the left-liberal cabal made multiple attempts to jeopardize textbook reform by insinuating that “RSS affiliates” were trying to influence it, as if any entity outside the left-liberal ecosystem had no right to exist and put forth its point of view.
The headline of an article published in 2021 by The Indian Express reads, “Before House panel, RSS affiliate flags ‘distortions’ in NCERT school textbooks.[7] The Parliamentary Panel on Education reportedly heard suggestions on textbook reform from former NCERT Director J.S. Rajput and Bhartiya Shikshan Mandal (BSM) representatives. The BSM representatives communicated their concerns to the panel regarding the saturation of history textbooks with content glorifying Mughal invaders and the underrepresentation of content regarding the role of Indian rulers like the Pandyas and Cholas. The BSM further emphasized that we need to go back to the Vedic period as a reference point and give proportionate reference to all periods of Indian history. [8]
The point is any suggestions to reform the NCERT history textbooks in the light of Bharat’s ancient civilizational and cultural heritage are dismissed as a “right-wing conspiracy” by the left-liberal ecosystem. A large portion of mainstream media also peddles their narrative, insinuating that any attempts to reform history textbooks will be an inevitable exercise in the “saffronization” of education.
One can find many mainstream media articles online talking about the opposition of “historians” to the purported political project of changing the NCERT curriculum. A report published by The Hindu in July 2021 claims that “over 100 historians from India and abroad recently endorsed a letter to the Parliamentary Standing Committee on Education expressing concern over proposed changes to National Council of Educational Research and Training (NCERT) history textbooks and objected to the allegation that the books contained ‘unhistorical facts and distortions’”. [9]
Several other articles by various media publications discuss the objections raised by the Indian History Congress, which claimed the proposed changes were being made for political reasons rather than academic reasons. [10]
In a nutshell, any attempt to bring the NCERT textbooks closer to the ethos of Indian culture and civilization is aggressively resisted by the left-liberal ecosystem. A large section of Indian media faithfully parrots their viewpoint, further prejudicing the educated youth of Bharat against their own culture and civilization.
Reforming NCERT books – The road ahead
Despite strenuous objections from the left-liberal ecosystem, the Standing Committee of Education submitted its report on the Reforms in Content and Design of School Textbooks in November 2021.
The committee made several important recommendations regarding the depiction of history in NCERT textbooks. They noted that many historical figures and freedom fighters had been portrayed incorrectly as offenders in textbooks. It also noted the unequal representation of various dynasties and periods in history textbooks. Thus, the committee recommended updating history textbooks to include chapters on post-1947 history and world history. It also recommended a review of the depiction of freedom fighters from various communities and regions and suggested adopting new technologies for developing a better pedagogy for history. [11]
The committee also reportedly said in its report that the NCERT and SCERTs (State Council of Educational Research and Training) should consider incorporating the teachings of Vedas and other ancient Bharatiya texts in the school curriculum. It also recommended the modified adoption of education methodologies used in ancient centers of learning like Vikramshila, Takshila, and Nalanda. Furthermore, the report also highlighted the importance of including Maratha and Sikh history in the curriculum. [12]
The NCERT undertook a rationalization process in 2023, under which many significant revisions to the class 12th history syllabus were made. For instance, several chapters on the Mughal empire were dropped. Similarly, chapters like “Democracy and Diversity” and “Challenges to Democracy, Popular Struggles, and Movement” have also reportedly been removed from the class 10th Democratic Politics-II textbooks. [13]
Also, in the latest round of revisions, NCERT has made significant revisions in the early Indian history section of its class 12th history textbooks for the academic year 2024-25. As per the revised syllabus, students will now get a critical perspective on the Aryan Migration Theory in light of recent archeological studies that have cast doubts on its veracity.
It is indeed a significant revision because the Aryan Migration Theory has been discredited multiple times by scientific evidence, yet it’s still used by some to create divisions in society along racial and ethnic lines
Thus, in a revised chapter on the origins and fall of the Harappan civilization, students will get to understand the arguments of those challenging the Aryan Migration Theory and thus develop their own critical perspective on the issue. The revised text would, therefore, reportedly assert that Harappans were indigenous people of the region. [14]
It is indeed a significant revision because the Aryan Migration Theory has been discredited multiple times by scientific evidence, yet it’s still used by some to create divisions in society along racial and ethnic lines, particularly between North and South Indians. We grew up with textbooks that promoted the Arya-Dravidian theory, not just in history but even in Hindi grammar books, which discussed the Aryan and Dravidian languages. This shows how deeply the anti-Hindu and anti-Bharat politics of the left-liberal cabal have infiltrated the education system.
Colonizing the Bhartiya Narrative: University-Level Education in India
![](https://stophindudvesha.org/wp-content/uploads/2024/05/3-1.jpg)
The colonization of the Bhartiya civilizational narrative is not limited to the high school curriculum; it permeates university-level education as well, particularly in the study of social sciences and humanities. Most of the curriculum in disciplines like Sociology, Psychology, Anthropology, Cultural Studies, Political Science, Economics, Gender Studies, Feminism, English Literature, Media, and Communication Studies, etc., is centered heavily on Western scholarship. In other words, when students gain an in-depth understanding of the historical trajectory of these disciplines and their core theoretical formulations, they mainly study Western scholars as a reference point. For example, when students study Feminism, Postmodernism, Poststructuralism, Marxism, etc., they study these solely from the Western framework. Even if there are Bhartiya scholars included in the curriculum, they primarily promulgate the Western premise rather than offering an alternative viewpoint.
This creates cognitive dissonance, putting both students and faculty in an awkward situation wherein Western theoretical frameworks are simplistically and superficially imposed on Bharatiya contexts without the required modification and without considering the unique conditions of Bharatiya society and culture. The end product is a simplistic glorification of everything Western and an exaggerated dumbing down of Hindu culture and society. For example, western social theories and feminist scholarship are uncritically applied to the Hindu society, its customs, traditions, values, etc., the result is an over-the-top generalization pronouncing Hindu society as patriarchal and regressive. Western scholarship is specially used to attack the institutions of “family” and “marriage” in the Bharatiya context.
To put it simply, the so-called Bhartiya scholars and intellectuals of the humanities and social sciences conveniently adopt the “colonizer’s gaze “while studying their own society, culture, and civilization.
A great deal of the so-called critical scholarship in the humanities and social sciences in India involves applying Western theories to Bhartiya society and then making biased assumptions about certain communities, systems, behavioral patterns, etc., based on those theories.
To put it simply, the so-called Bhartiya scholars and intellectuals of the humanities and social sciences conveniently adopt the “colonizer’s gaze “while studying their own society, culture, and civilization. The result is the deliberate production of a plethora of atrocity literature on Bhartiya society, culture, civilization, history, and political system, which can be conveniently used by the West as a geopolitical tool.
Phrases like “Brahmanical patriarchy,” “Hindutva terror,” “Saffron terror,” Caste privilege,” “Brahmanvaad,” “Manuvaad,” Hindutva fascism,” etc. are some of the stock terms generously used in present-day social sciences and humanities scholarship. If you google these terms, you will come across numerous articles in the most prestigious of academic journals using these phrases to dangerously stereotype Bharatiya culture, society, and politics.
The use of such biased and derogatory phrases results from the uncritical and simplistic imposition of Western social science theories on the Bhartiya context we have been talking about. The result is that scholars from within Bharat are used to producing all sorts of motivated literature denigrating Bharat and its society and culture in the garb of social sciences and humanities scholarship.
In the book ‘Snakes in the Ganga: Breaking India 2.0’, Rajiv Malhotra and Vijaya Viswanathan offer an evidence-based trail of the links between elite Bhartiya universities like Ashoka and elite Western universities like Harvard. These authors argue that Indian universities are increasingly importing wokeism from the US educational institutions in the study of social sciences, humanities, and liberal arts. There is a nexus of anti-India actors and stakeholders involved in this trail who create conditions for the flourishing of academic scholarship that is anti-India, anti-Hindu, and a potential threat to the national security of India, argue Malhotra and Viswanathan:
Ashoka University is the most significant venue for what many patriotic Indians characterize as Breaking India forces. It is where critical databases on Indians are collected and analyzed, Breaking India theories are conceptualized, and intervention strategies are developed, tested, and perfected. This is where many students are trained in ideological narratives and strategies and then mobilized. New victim groups are identified and nurtured. Heavily backed by Westerners with vested interests as well as by Indians, it behaves in ways that its loyalty to the nation may be questioned. We point out a complex network of global connections – of people, infrastructure, and institutions in India- that are concerning. [15]
Malhotra and Viswanathan further argue that besides Ashoka University, other prestigious liberal arts universities of India, like Azim Premji University in Karnataka, O.P. Jindal Global University in Haryana, Shiv Nadar University in Uttar Pradesh, FLAME University in Maharashtra, etc., rely overtly on Western frameworks of social sciences and humanities while ignoring Bharat’s vast corpus of intellectual scholarship in the same fields. [16]
Western Influence in Bharat’s Social Sciences and Humanities Education and Rise of Anti-Hindu Activism
The Western academia’s obsession with amplifying caste issues has led to the creation of an army of “caste activists” in India whose sole claim to fame is spitting venom against Hindu Dharma and culture. Never mind the fact that many of these self-anointed “caste activists” groomed by the West have done zero work at the ground level for the empowerment of those they claim to champion. But that doesn’t prevent them from getting all the prestigious Western social sciences scholarships and fellowships, not to mention gloriously unprecedented media coverage.
The Western academia’s obsession with amplifying caste issues has led to the creation of an army of “caste activists” in India whose sole claim to fame is spitting venom against Hindu Dharma and culture.
An event called the “Dismantling Global Hindutva” conference was organized in 2021. Many prestigious American and international universities were associated with this shockingly Hinduphobic event. However, later on, in the face of strict opposition the event faced for its maligning and demonizing of Hindus and Hindutva, many of these universities claimed that they were not officially supporting the event. Nevertheless, it was endorsed by some of their departments or faculty members in their individual capacities.
Though massively promoted by the concerned stakeholders, the event eventually fizzled out due to the massive outrage against it and had to be organized online. What is important to note is that many Indian “intellectuals” and “scholars” were invited as speakers for this event.
Hinduphobic poet and self-proclaimed “caste activist’ Meena Kandasamy, known for her vitriolic poetry denigrating Hindu Gods and Goddesses, was one of the speakers for the event. Another invited speaker was Delhi University Professor Nandini Sundar, a Professor of Sociology at the Delhi School of Economics. Nandini Sundar is a known Naxal sympathizer and was once reportedly accused of a tribal man’s murder in Chhattisgarh’s Sukma and of provoking the villagers against the government. [17]
Left-wing activist Ayesha Kidwai, who is also a Professor at Jawaharlal Nehru University, the leftist documentary filmmaker Anand Patwardhan with a history of propagating Hinduphobia in the name of freedom of creative freedom, and Kavita Krishnan, a politburo member of the Communist Party of India (Marxist-Leninist) (CPI-ML), another activist with a track record of orchestrating and managing far-left protests in Bharat, are some of the other speakers invited for the Dismantling Global Hindutva Conference. [18]
The background of these speakers should give the readers a glimpse into the transnational anti-Hindu ecosystem that promotes all kinds of anti-Hindu academic activists in Bharat. Such “scholars” and “activists” are routinely invited to give guest lectures, talks, seminars, etc., at various prestigious Bhartiya universities, thus making impressionable minds susceptible to their vile propaganda.
Not just that, many unapologetic Hindu haters occupy prestigious positions and chairs at elite Bhartiya universities, thus creating conducive conditions for further pushing their anti-Hindu and anti-Bharat agenda in the name of scholarship and research.
The Rise of the Activist-Academician: Blurring the Lines
The blurring of boundaries between activists and academicians in the context of social sciences and humanities education in India needs to be critically examined.
Academics are supposed to be an objective pursuit of knowledge, where students are exposed to different viewpoints and not systematically groomed to follow a particular ideology. Unfortunately, the line between teachers and propagandists is getting increasingly blurred as faculty members encourage, sometimes even urge students rather aggressively, to participate in protests and movements.
The rise of the “activist-academician” in the Bhartiya context has further led to the politicization of education and its motivated use to influence the minds of the young and the impressionable and prejudice them against their own culture and civilization.
As liberal arts and humanities education gains ground in IITs, there is the danger of the leftist activist ecosystem infiltrating science education and needlessly politicizing the youth.
We provided many examples at the beginning of the write-up to give readers an idea of the anti-Hindu and anti-Bharat activism ecosystem pervading Bhartiya universities. As higher education becomes increasingly multidisciplinary, it’s not just liberal arts students who are vulnerable to anti-Hindu brainwashing and propaganda but also those from premium scientific institutions of excellence like the IITs.
As liberal arts and humanities education gains ground in IITs, there is the danger of the leftist activist ecosystem infiltrating science education and needlessly politicizing the youth.
There have been numerous instances of controversial anti-Bharat events and talks being conducted by the Humanities and Social Science Departments of various IITs across India. A full-fledged discussion on this would be beyond the scope of the article. But this should give the reader an idea of the pernicious effects of the activist ecosystem spreading through the higher education system of Bharat.
Chalking out a new paradigm for Social Sciences and Humanities education in India
We don’t claim to be experts, but based on our analysis of the issues pervading the social sciences and humanities education in India, we strongly suggest developing a Bhartiya framework for studying these subjects, especially in higher education.
Experts well-versed in Indian knowledge systems should be recruited to develop a unique pedagogy and curriculum focus areas for the study of humanities and social sciences in India’s higher educational institutions.
As we pointed out, the curricula of liberal arts and humanities subjects in India are currently disproportionately focused on Western thinkers and theories. Unless we decolonize the framework and develop our indigenous paradigm for liberal arts education, we can do little to address the root cause of the anti-Hindu and anti-Bharat biases pervading it.
The National Education Policy (NEP) 2020 lays out a roadmap regarding the focus on Indian languages and India’s contributions to various streams of knowledge in sciences, arts, medicine, astronomy, philosophy, economics, etc. It has an entire section devoted to the promotion of Indian languages, arts, and culture in the context of higher education. The section has many excellent suggestions for stepping up the study of Bhartiya culture and civilization in Indian universities and inculcating a sense of pride in students for their own culture and heritage.
Besides proposing the integration of Indian languages in the core teaching framework of both school education and higher education in India, NEP 2020 also proposes setting up an Indian Institute of Translation and Interpretation (IITI). It also talks about mainstream Sanskrit language education and integrating Sanskrit with subjects such as astronomy, mathematics, linguistics, philosophy, dramatics, yoga, etc. [19]
These are excellent initiatives, but how they will be implemented matters. Also, NEP 2020 places overt emphasis on fostering multidisciplinary education, especially in the context of higher education. Again, this sounds great in theory but has to be done with adequate checks and balances in place.
Humanities and social sciences education in its current form, with its import of all sorts of woke theories from elite Western universities and their uncritical application to Indian society and culture, is not the best template for fostering multidisciplinary education. If one uncritically pursues the multidisciplinary paradigm, the activist ecosystem of liberal arts universities might infiltrate India’s scientific institutions of excellence and politicize science education.
NEP 2020, in its overt glorification of multidisciplinary education, presupposes that all liberal arts and humanities education in India is taking place with the benign objective of strengthening Bharat’s civilizational and cultural ethos and making Bharat a Vishwa Guru. But as we have pointed out, the opposite of this is happening at ground level.
Liberal arts education in elite Indian universities has become the medium for propagating all sorts of anti-Hindu and anti-Bharat ideas. There are vested interests involved, and a powerful global nexus of influential stakeholders is involved. Therefore, the funding trail of various centers of study in these elite universities needs to be investigated.
It’s urgent to “decolonize” the humanities and social sciences education system of India, investigate the funding nexus of elite liberal arts universities undertaking motivated anti-Bharat research, gradually dismantle the academic-activist ecosystem, and develop a unique Bhartiya framework for humanities and liberal arts education.
Citations
[1] https://www.newindianexpress.com/nation/2024/Mar/28/students-raise-casteist-slogans-at-ashoka-university
[2] https://www.aajtak.in/india/story/know-what-is-mahishsuya-shahadat-diwas-362236-2016-02-26
[3] https://www.hindustantimes.com/delhi/pamphlet-shown-by-irani-not-ours-mahishasura-divas-organisers-in-jnu/story-KSiu7WjVe3NOPFlwTmIQ3M.html
[4] https://www.livemint.com/news/india/jnu-campus-defaced-with-anti-brahmin-slogans-probe-ordered-11669951884625.html
[5] Kamble, Bhaskar; “The Imperishable Seed: How Hindu Mathematics Changed the World and Why this History was Erased,” 2022, p. 365.
[6] The Story of Islamic Imperialism in India by Sita Ram Goel, 1994, p. 128.
[7] https://indianexpress.com/article/education/before-house-panel-rss-affiliate-flags-distortions-in-ncert-school-textbooks-7145361/
[8] https://theprint.in/india/revise-textbooks-with-distorted-history-they-glorify-mughals-ex-ncert-head-to-house-panel/584957/
[9] https://www.thehindu.com/news/national/historians-write-to-parliamentary-panel-against-proposed-changes-to-ncert-history-textbooks/article35419380.ece
[10] https://www.ndtv.com/education/decision-change-ncert-history-textbooks-political-not-academic-indian-history-congress-2488511
[11] https://prsindia.org/files/policy/policy_committee_reports/Reforms%20in%20Content%20and%20Design%20of%20School%20Text%20Books_SCR_Summary_Final.pdf
[12] https://www.opindia.com/2021/11/parliamentary-committee-on-education-suggests-review-of-history-textbooks-freedom-fighters-vedas/
[1] https://www.livemint.com/news/india/why-ncert-removed-chapters-on-mughals-from-history-syllabus-explained-11680677937093.html
[14] https://www.deccanherald.com/india/new-ncert-text-makes-significant-revisions-in-early-indian-history-2965662
[15] Snakes in the Ganga: Breaking India 2.0 by Rajiv Malhotra & Vijaya Viswanathan, Ashoka University: Harvard University’s Junior Partner, p.517
[16] ibid, p. 564
[17] https://www.opindia.com/2021/08/a-brief-introduction-of-the-speakers-at-dismantling-global-hindutva-conference/
[18] Ibid.
[19] https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf , p.53-55