Textbook Controversy in India: The Debate Over History, Identity, and Education
Textbook controversies have become one of the most debated issues in India’s education system, reflecting the country’s diversity, political landscape, and competing interpretations of history. School textbooks, particularly those published by the National Council of Educational Research and Training (NCERT), influence millions of students every year. Because they help shape young people’s understanding of history, politics, culture, and society, even small changes in textbook content often trigger nationwide debates involving historians, political parties, educators, parents, and the judiciary. While governments argue that revisions are necessary to improve education and reflect new scholarship, critics often contend that such changes may selectively interpret history or reflect ideological priorities.
The roots of textbook controversies in India extend back several decades, with successive governments introducing curriculum revisions after coming to power. Education has long been viewed as an important instrument for nation-building, and changes in political leadership have frequently been accompanied by attempts to revise historical narratives taught in schools. Different governments have emphasized different aspects of Indian civilization, freedom movements, religious traditions, and historical figures. As a result, textbook revisions have often become symbolic battlegrounds in wider political and cultural debates rather than purely academic exercises.
One of the most significant areas of controversy has involved the portrayal of medieval Indian history, particularly the Delhi Sultanate and the Mughal Empire. Recent NCERT revisions reduced or removed several chapters related to the Mughal period in certain grades while expanding discussions on ancient Indian kingdoms, indigenous civilizations, and cultural heritage. Supporters argue that earlier textbooks disproportionately emphasized the Mughals at the expense of other Indian dynasties and that the revised curriculum creates a more balanced understanding of India’s long history. Critics, however, contend that reducing discussion of the Mughal period risks oversimplifying a significant chapter of Indian history and may encourage selective historical interpretation.
Another major controversy emerged over the characterization of Mughal rulers in newly revised textbooks. Recent editions described Babur as a “brutal and ruthless conqueror” and discussed episodes of violence associated with rulers such as Akbar and Aurangzeb while including a note urging students not to blame present-day communities for historical actions. NCERT maintained that history should acknowledge both achievements and darker episodes of the past. Nevertheless, many historians and educators argued that the revised emphasis could contribute to communal polarization by disproportionately highlighting certain historical events without sufficient context.
Political science textbooks have also become a focal point of debate. References to events such as the Babri Masjid demolition, the Gujarat riots, and discussions surrounding Hindutva were removed or substantially revised in updated editions. NCERT stated that many of these modifications formed part of curriculum rationalization and restructuring under the National Education Policy (NEP) 2020. Opponents argued that omitting major political developments limits students’ understanding of modern Indian democracy and prevents balanced engagement with recent history.
Science education has not escaped controversy either. During curriculum rationalization following the COVID-19 pandemic, NCERT removed or reduced certain topics, including aspects of evolution and the periodic table from some classes. The organization explained that the changes were intended to reduce academic burden, eliminate repetition, and streamline learning. However, many scientists, teachers, and education experts expressed concern that removing foundational scientific concepts could weaken students’ preparation for higher education and reduce scientific literacy.
Language and cultural representation have generated additional debate. NCERT introduced Hindi titles for several English-medium textbooks, including names such as “Poorvi,” “Mridang,” and “Santoor.” According to NCERT, these names were chosen to reflect India’s cultural heritage and linguistic traditions. Critics, particularly from several non-Hindi-speaking states, argued that assigning Hindi titles to English-medium textbooks could be viewed as inconsistent with India’s linguistic diversity and federal character. The issue reignited broader discussions about language policy in Indian education.
Recent textbook revisions have also sparked legal scrutiny. In 2026, a Class 8 social science textbook discussing challenges faced by the Indian judiciary, including case backlogs and judicial corruption, became the subject of controversy. The matter reached the Supreme Court, which directed changes to the textbook. NCERT subsequently revised the chapter and released an updated edition. The episode demonstrated that textbook controversies in India increasingly extend beyond political debate into judicial oversight, highlighting the complex relationship between educational policy, constitutional institutions, and public accountability.
Supporters of recent textbook revisions argue that Indian school education has historically underrepresented ancient Indian knowledge systems, regional kingdoms, indigenous scientific achievements, and civilizational contributions. They believe curriculum reforms help correct historical imbalances, promote cultural confidence, and align education with the objectives of the National Education Policy. They also maintain that curriculum revision is a normal process followed by education systems around the world as historical research evolves and educational priorities change.
Critics, however, argue that textbooks should present multiple scholarly perspectives rather than emphasizing one interpretation of history. Many historians stress that school education should encourage critical thinking instead of promoting simplified narratives. They caution that frequent political intervention in curriculum development may undermine academic independence and create uncertainty for teachers and students. According to these scholars, history education should acknowledge both achievements and failures while remaining grounded in evidence-based scholarship rather than ideological preferences.
The debate over textbooks ultimately reflects broader questions about national identity, collective memory, and the purpose of education in a democratic society. Every revision raises fundamental issues about who decides historical narratives, how complex events should be presented to children, and what balance should be maintained between national pride and historical accuracy. Since school textbooks influence future generations, disagreements over their content are likely to remain a recurring feature of India’s educational and political landscape.
As India continues implementing the National Education Policy and introducing new NCERT textbooks in phases, discussions over curriculum, historical interpretation, scientific education, language, and constitutional values are expected to continue. The challenge for policymakers, educators, and historians will be to develop textbooks that are academically rigorous, historically balanced, culturally inclusive, and capable of fostering critical thinking while reflecting India’s rich and diverse heritage.
