Sanjana Chawla, TwoCircles.net
New Delhi: India’s primary classrooms have become the latest battleground in a long-standing ideological struggle over the nation’s history. The latest revisions in history textbooks published by the National Council of Educational Research and Training (NCERT) have stirred controversy, especially over their portrayal of the Mughal era.
From depicting India as being drained of its wealth to alleging destruction of temples, the revised content has been criticised for echoing anti-Islamic sentiments. The Grade 8 Social Studies textbook titled ‘Exploring Society: India and Beyond’ has undergone multiple changes.
This is not NCERT’s first brush with textbook edits. In 2023, under the framework of the National Educational Policy (NEP) 2020, several chapters in history and social science books were altered to “rationalise and streamline the content”. Among the portions removed were references to the 2002 Gujarat riots, the Cold War (1947–1991) and events around the demolition of the Babri Masjid in 1992. Notably, while most of the Mughal period has been retained, references to Mughal courts and related discussions have been dropped.
These revisions have drawn criticism from sections of the academic community, who argue that the altered language may shape a skewed understanding of Muslim rulers and Islamic history. Their concerns point not only to the influence such portrayals may have on students, but also to broader implications for historical accuracy and the politics of education in India.
What’s Changed and Why
At the heart of the current debate are the changes made in the representation of Mughal emperors, especially Babur, Akbar and Aurangzeb, in the newly edited Grade 8 Social Science textbook.
Earlier versions described Babur as the founder of the Mughal empire and a strategic military leader. The revised edition now calls him a “brutal and ruthless conqueror, slaughtering entire populations of cities, enslaving women and children and taking pride in erecting towers of skulls”.
Once portrayed as a tolerant and visionary monarch, Akbar is now said to embody a “blend of brutality and tolerance”. Aurangzeb’s rule is depicted with a focus on his religious orthodoxy, detailing the re-imposition of jizya (a type of taxation levied on non-Muslim subjects of a state governed by Islamic law), temple demolitions and alleged persecution of Sikhs, Sufis, Jains and Parsis.
While this reframing appears to offer a more unfiltered view of conquest, what has raised further concern is a footnote on page 20 titled ‘A note on history’s darker period’. It states that while the past cannot be denied, it is unfair to hold present generations accountable for it.
In its official response, NCERT stated, “It is important to note that the new textbooks are expected to reflect the NEP 2020 and the NCF-SE 2023; they are based not only on a wholly new approach but also on a new syllabus, a new design and new pedagogical tools. Any comparison with the old syllabus and textbooks is therefore fruitless.”
While the council insists that the revisions are meant to correct “whitewashed” narratives of previous editions, it leaves questions about the extent and direction of this correction.
To seek clarity, TwoCircles.net contacted the Public Relations Office of NCERT as well as its director, Dinesh Prasad Saklani, but did not receive any response.
Present Perils of Politicising the Past
Professional historians have been among the most vocal critics of these textbook changes, often describing them as part of the “saffronisation” of history, a term denoting efforts to rewrite historical narratives from a Hindu nationalist perspective.
Delhi-based historian Dr. Ruchika Sharma expressed dismay at how the NCERT has chosen to revise sections focusing only on the Mughal rulers, while leaving others untouched.
“All rulers were brutal and violent. Violence, coercion and use of force were the cornerstones of every monarchy. To single out one monarch and brand him as brutal or a mix of brutality and tolerance doesn’t make any sense,” she said.
She elaborated that Akbar repealed the jizya tax within just two years of coming to power in 1560.
“It is historically inaccurate to single out the Mughals as uniquely violent. NCERT has not applied the same lens to rulers like Rajendra Chola, who was allegedly involved in the burning of Kollipakkai and destruction of Jain temples – leading to mass fatalities. There is no mention of this in the textbooks,” she said.
According to her, this selective editing promotes a communal narrative. She also pointed to the political affiliations within the academic body.
“According to a 2022 report, at least 24 NCERT members have direct affiliations with the Rashtriya Swayamsevak Sangh (RSS). NCERT is not really an autonomous body, it is ultimately an institution serving the state,” she alleged.
Such cherry-picking of historical facts, Sharma warned, constructs a one-sided image of rulers as “outsiders” or “betrayers” in young and impressionable minds.
Grappling with New Narratives
The impact of these changes is being felt most intensely in classrooms and among aspirants preparing for the Union Public Service Commission (UPSC) exams. NCERT textbooks form the backbone of preparation for the Civil Services Preliminary Examination. With major revisions, aspirants now face a dilemma.
Sanjeev Kumar (name changed on request), a UPSC aspirant taking coaching at Vision IAS in Delhi, shared his concerns, “NCERT books form the foundational knowledge base for everyone. Such revisions change the entire impact of what we learn. What worries me is how to separate real history from what is being presented now.”
Many students are now caught between outdated material and revised texts lacking contextual depth. The abrupt implementation of NEP-linked changes has also created confusion due to the lack of a comprehensive and single resource.
“The NCERT books we grew up with are now redundant. This undermines factual reliability and raises questions on how even facts are open to reinterpretation,” he said.
Dr. Sharma advises students to refer to multiple sources and historical journals to fill the gaps. Kumar agrees, saying he now plans to go beyond the prescribed curriculum.
“I will read old history books, refer to academic journals and speak to experts to build a well-rounded understanding,” he said.
For an exam like the UPSC, which requires a nuanced and holistic understanding of history, omissions or distortions in textbooks can result in knowledge gaps, biases and even influence how questions are framed in future papers.
The concern is deeper than academics. If history is reduced to a singular, potentially biased narrative, it can breed generations with a narrow understanding of their country’s past, complicating how they interpret the present and shape the future.
“We need a version of history that fosters empathy and understanding, not one that deepens divides,” Kumar added.
The Importance of Accuracy and the Dangers of Sanitisation
Highlighting certain periods in a way that appears to blame a particular community or religion can have damaging consequences. Dr. Sharma believes that while NCERT may be setting political narratives, it is the responsibility of historians to uphold factual integrity.
“We must maintain a delicate balance between national pride, historical truth and educational responsibility. Educational institutions should not paint over the past, but present it with evidence, complexity and nuance,” she said.
The ongoing debate highlights the urgent need to separate politics from pedagogy. Only then can future generations inherit a history that is inclusive, honest and unifying, not a tool for division.