Advanced International Journal of Multidisciplinary Research

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Integrating Indian Knowledge Systems into History Education under NEP 2020: Opportunities, Challenges, and Future Directions

Author(s) Prof. Satish Kundlikrao Kharat
Country India
Abstract The National Education Policy 2020 highlights cultural rootedness, multilingualism, interdisciplinarity and Indian Knowledge Systems (IKS) as important aspects of the educational reform. History education is one especially important domain for such integration as it is a domain in which learners construct their understanding of evidence, identity, continuity, difference and past/present relationship. This conceptual policy-analysis paper explores the possibilities, problems and prospects for introducing IKS into school and university history curriculum. It draws from NEP 2020, the National Curriculum Framework for School Education 2023, the guidelines of the University Grants Commission, the official initiatives by the Indian Knowledge System, the recommendations of the UNESCO, and scholarship on historical thinking and curriculum decolonization, and argues that meaningful integration cannot be achieved by mere celebratory content. It calls for multiple and verified sources, inclusiveness, multilingual access, professionally created teachers, inquiry-based pedagogy, and assessment that values interpretation over memorization. Major opportunities include local history research, environmental history, history of science and technology, oral traditions, community archives, arts, crafts, and regional intellectual traditions. The risks of homogenization, politicization, romanticization, poor source checking, insufficient teacher training, language issues, and examination-based instruction are all significant. It suggests a framework to go through policy alignment, source validation, curriculum design, teacher capacity, classroom inquiry, assessment, community feedback, and independent review in an iterative manner. It concludes that if viewed as a plural field of critical inquiry, rather than an inventory of civilizations, the IKS can enrich the understanding of history.
Keywords Indian Knowledge Systems, history education, NEP 2020, historical thinking, curriculum reform, decolonization, teacher education
Discipline Other
Published In Volume 2, Issue 5, September-October 2024
Published On 2024-09-06
DOI https://doi.org/10.62127/aijmr.2024.v02i05.1461
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