Embracing Indic Culture: NCERT's Curriculum Changes Reflect a New Path for Indian Education

NCERT's curriculum changes embrace Indic culture, featuring Indian authors and local contexts in Class VI English textbook Poorvi, reflecting a new educational path.

on Jul 19, 2024

Embracing Indic Culture: NCERT's Curriculum Changes Reflect a New Path for Indian Education | Frontlist

The National Council of Educational Research and Training (NCERT) has introduced changes to its literature curriculum, aiming to deepen students' connection with India's rich cultural and literary heritage. This shift, as highlighted in a recent editorial discussions, aligns with the idea expressed in Robert Frost’s poem, "The Road Not Taken," which underlines the value of choosing new paths and embracing missed opportunities.

The revamped Class VI English textbook, Poorvi, developed in accordance with the National Education Policy 2020, reflects a move towards decolonizing Indian literature. Featuring works by Indian authors such as S.I. Farooqi and Sudha Murty, Poorvi is designed to present students with the diversity and richness of India’s local contexts and traditions.

Critics argue that focusing predominantly on Indian literature might limit students' exposure to international perspectives. However, this perspective overlooks the importance of grounding students in their own cultural narratives. By prioritizing works that address local issues and societal challenges, Poorvi aims to enhance students' critical thinking and problem-solving skills, providing them with a deeper understanding of their own society.

This approach seeks to empower students with knowledge from Indian Knowledge Systems (IKS), fostering intellectual independence and cultural awareness. It acknowledges that literature serves not only as a window to global experiences but also as a means to address and reflect on local realities. For instance, Munshi Premchand’s Godan offers more immediate relevance to Indian students compared to some foreign texts, due to its depiction of rural socio-economic challenges.

There are concerns about language and regional representation, with diverse experiences needing to be integrated into the curriculum. Strengthening State Councils of Educational Research and Training (SCERTs) could ensure that varied regional perspectives are included, enriching the national curriculum.
In summary, while embracing global literature remains important, the integration of local contexts into education ensures that students build a strong foundation in their own cultural heritage, which will support their understanding of global perspectives in the future.