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As power changes seats and the world wrestles with new players, Anish Gawande ruminates on education, policy, and India’s location on the global political landscape.

Shikhar: There’s a growing feeling among students that India’s education system is under strain. From what many of us see at DU, things feel like they’re slipping, and friends at Mumbai University say the same. It often feels like the larger educational infrastructure is slowly breaking down. As someone who’s been vocal about youth concerns and has also studied abroad, how do you look at India’s education system today in comparison with foreign education systems? Where do you think the real gaps lie?

 

Anish: To start with, I think it’s important to acknowledge that there is a systematic assault on public education that is taking place across the country, whether that’s in Delhi, Mumbai, Chennai, or Kolkata. Our central universities, which used to be the pride and prestige of our country, have crumbled. We are witnessing politically motivated appointments to professorial positions, an absolute lack of funding in any sense for research, and, more importantly, a complete dismissal of the social sciences and the humanities as valuable disciplines to pursue.

 

So, in some ways, I think it’s very important to acknowledge that we’re in a moment of crisis. Public education is very important to me. My grandfather used to be a professor of Sanskrit at Ruia College in Mumbai before he went on to become principal of Government Law College and then the vice-chancellor of Mumbai University at a time when the university still had some stature. Even then, it was important to acknowledge that the vice-chancellorship of a central university came with unprecedented independence.

 

It was important that when you were the head of a university, you were accountable to nobody, including the political elite that may have put you there in the first place. The chancellor may be the governor, but he was a ceremonial chancellor. And therefore, there was a level of independence afforded to the vice-chancellors, to university administrators, and to those in charge of these universities to develop these universities in a true sense.

 

What you’re seeing today, unfortunately, is not only a political overturning of these long-standing principles, but also a lack of freedom given to the political appointees who have been put into power in these universities. It’s not just that a different ideology is now in power in the country, but also that those who profess that ideology and are heading some of our public universities are not given the ability to revamp or rehaul these universities, because they are faced with political pressure, including from those who are ideologically aligned with them. What this means is a double-edged sword. One, the quality of education suffers because ideology and political ideology are being preferred over some semblance of academic merit in the selection of teaching staff. But more importantly, it also means that administrative order has collapsed completely, which is why you see paper leaks becoming the new normal across the country, and protests over the paper leaks, whether that’s the SSC paper leak or the massive paper leaks that happened in Madhya Pradesh and Rajasthan, going entirely unpunished.

 

This is because you simply do not have today an infrastructure where those who are in charge of administering the universities have the power to administer those universities. Finally, I think an important distinction needs to be drawn between Mumbai University and Delhi University. Delhi University, despite all of its flaws, still has student elections and student politics. Since the 1990s, Mumbai University has been systematically depoliticised to ensure that these concerns do not make their way into the national consciousness, and indeed into the mainstream political frame.

 

That has had two consequences. One is that students have nobody to go to except the administration, which means that they have no voice except one that requires them to bow down and bend in requests that the administration may or may not consider. More importantly, it means that the political pipeline that existed to ensure that student leaders were then becoming leaders in their own right, in civic corporations, assemblies, and even in parliament, no longer has that political pathway, which also means that you don’t have student leaders in positions of power who can reform this university system. We thus find ourselves in this catch-22 situation where our public university system is crumbling, and a private university infrastructure has emerged to take its place.

 

We all know that these private universities do not have a diverse student body, which means that they cannot offer the same kind of learning that happens in a DU, which becomes in many ways a temple of Indian democracy. This is what Nehru envisioned as a temple of Indian democracy—the IITs, IIMs, DU, Mumbai University; the spaces where people from around the country meet each other from different class backgrounds and disciplines. They meet each other,  get a cigarette at their local shop, and then go party on their college campus. I mean, these are spaces that are not just for learning, but also for national integration. It’s a shame that the party in power today, in its attempt to promote national integration, has destroyed those very temples of democracy that allowed for that national integration to take place in the very first place. I think it’s a very worrying moment. How we counter it is a much longer question and a much longer answer. 

 

Aayudh: I think you read my mind at the end, because I was going to ask you whether it might have something to do with the push for privatisation of higher education, as we’ve seen in the last five years, perhaps. But that, I think, allows us to move on to a broader question. Two years ago, Palki Sharma had argued in favour of the motion that Modi’s India is on the right path at an Oxford Union Society debate. How would you believe that claim has aged today, especially in terms of both foreign relations and welfare at home, keeping in mind that we are a welfare state? 

 

Anish: I’ll answer that in two parts. The first, which is very important, is that governance is about continuity. Therefore, while we must acknowledge the significant democratic backsliding that has taken place, including the crumbling of institutions, under the present BJP-led government, this is neither an isolated moment nor, certainly, one that began in 2014. We must also acknowledge that the progress being made by the government today is not progress that happens in isolation either. The schemes that are introduced—for example, direct benefit transfers—require the experiments carried out in Nandurbar with DBTs back under the UPA regime. They require the backbone of Aadhaar that was introduced in the previous government as well. The economic policy and foreign policy that you see today also build upon the economic and foreign policy of the last few decades. Inasmuch as that policy is developed over the course of decades and as a process of continuity, I think in some ways India as a country, despite all of these challenges, regardless of whether it’s Modi’s India or otherwise, remains in many ways on the right path.

 

I say this with caution and trepidation: Even though we’ve had significant concerns around the independence of the judiciary, about how we seem to be increasingly alienated by our neighbours from Bangladesh to Nepal to Sri Lanka, and a precarity in the economic realm that has led to youth unemployment reaching record highs, we have still seen a growth level that has remained fairly positive, a foreign policy that has remained fairly comprehensive in terms of its outlook and independent in terms of its ability to respond to the world. We have witnessed, in many ways, India stand up and respond to global crises that are unfolding at a record pace today with a level of maturity that has always characterised our foreign policy. However, I’m worried because in many ways we’re also bowing down where we’ve never bowed down before. If you talk of Russia and Ukraine, territorial sovereignty has been the founding principle of Indian foreign policy. It’s precisely because we have a hostile neighbourhood that we have reiterated time and again that territorial sovereignty cannot be compromised at the international stage. Therefore, when we do not take a strong stance for Ukraine, we make it very easy for the international community to not take a stance for India when there are incursions into Arunachal Pradesh by China. These are difficult positions to adopt that I think the government needs to be cautious of. This is precisely why the non-alignment movement was born, right? The Nehruvian idea, which he shared with leaders of the global south, of a non-aligned world, was, of course, idealistic. The Bandung Conference was a dream of a different kind of globalisation. But it was also a practical and strategic idea. It allowed you to have a moral scaffolding that, in many ways, permitted a kind of mobility and a nuanced flexibility in foreign policy that seems to be lacking today. It’s precisely why, in the face of this lack of flexibility, we’ve seen India falter when it comes to questions of Palestine. We’ve seen India falter when it comes to questions of Ukraine. We’ve seen India falter when it comes to questions around Venezuela as well, right? At the same time, I think it’s very difficult to ignore that domestic policy has far-reaching foreign policy repercussions. You cannot be spreading disinformation and misinformation about minorities in India and not expect countries around the world to then judge you in a particular light and have their foreign policy reflect that.

 

You cannot take the kinds of gambles that you did with Sheikh Hasina and the support for her regime without acknowledging that Bangladesh has perhaps the largest contiguous land border with India and therefore the largest potential to wreak havoc upon this country when you engage with a new government in that country. The fact that we haven’t been able to go beyond mere platitudes about Hindus in Bangladesh and using them for domestic elections in India is a testament to the fact that we have forgotten what our foreign policy has looked like and why we cannot let a domestic narrative veer too far a certain way because it might impact our foreign policy. We are seeing a kind of turning point on the foreign policy front, at least in India, which requires us to rethink. It requires us to have a newer set of principles to engage with the world as it stands today.

 

For example, when we had Operation Sindoor, the opposition, including my party, was the first to support the government. In fact, we went and broke ranks with the India Alliance and said that, “When Operation Sindoor is underway, we cannot have a special session of parliament. We must stand with the government because when India is under attack, there are no political parties.” Unfortunately, that strategic rhetoric was not used effectively by the government to claim that a ceasefire was what they were after. Instead, a belligerent rhetoric of teaching the enemy a lesson was propagated by news channels, which claimed we’d conquered Sindh and Multan, and was broadcast live to the world in a way that made us a laughingstock. Additionally, it allowed the US to take credit for a ceasefire that arguably India should have taken credit for from the very beginning. The reason we have always pursued a principle of de-escalation even after the first shot has been fired is that, at the end of the day, when you’re dealing with two nuclear powers, the solution will always be a ceasefire. The person who takes credit for it first is going to be hailed as the grandmaster of that ceasefire, which has been the United States, after a tweet from Donald Trump. Therefore, I think strategic foreign policy is something that’s lacking.

 

Economic policy is something that’s faltering in terms of foreign investments. I think we’ve forgotten that domestic consumption is the only way we can drive the engine of an economy as large as India. When the world is retrenching, when the rupee is devaluing, you cannot expect foreign funds to invest in India because the returns are simply not good enough to justify investments. You cannot only depend upon manufacturing. I think “Make in India” has unfortunately not been the resounding success that it was meant to be. You’re witnessing the impact of that currently across the country. You are witnessing a services sector that has not been able to bridge that gap between the manufacturing sector and the broader economy and pull up the jobs that it needs to.

 

I don’t think we know what we’re going to do when AI starts replacing jobs. I don’t think we know what we’re going to do when lakhs, if not crores of young people, will have been skilled through syllabi that are so out of touch with the demands of the job market that they’ve created a peculiar situation where the number of people who want jobs has never been higher than it ever has been before and the number of employers who are saying they can’t find effective candidates has never been higher than it has ever been before either.

 

So this mismatch, which is imperative to solve if you want to find some way of ensuring that our population, whose median age is 29, gets employed, has not been resolved 

 

Aayudh: India at independence, including Gandhi and Nehru, had its Jewish sympathies. But at the same time, Gandhi acknowledged Palestine as a case of settler colonialism. Under Nehru’s leadership, India voted against the UN Resolution 181. But now under Modi’s India, the channel of domestic relations and foreign policy regarding Israel-Palestine seems to have shifted decisively in favour of Israel. How would you reflect on this evolution that has taken place in an India that has suffered a partition, understands the weight and the devastation of colonial rule, and is still grappling with trying to define and chart the contours of what it means to be a post-colonial subject? 

 

Anish: Listen, Palestine is not a strategic consideration. It is a moral consideration. It is a moral failure when India does not stand up for Palestine on the world stage, because it has not just been our foreign policy, but our moral policy to stand with oppressed people across the world. This is precisely what Swami Vivekananda and what Rabindranath Tagore said. This is precisely what the founding fathers of the Indian Republic said when they were fighting for independence for our country. I think it is imperative, not just for India as a country in terms of its government, but for the Indian people to stand together with Palestine at this time. At the same time, there is no denying that India has also had long-standing relations with Israel.

 

As somebody who studied the Holocaust quite rigorously, read the poetry of somebody like Chava Rosenfarb, spent time in the Łódź Ghetto in Poland and escapes but barely the violence and brutality inflicted by the Nazi regime, I think it’s important not to fall into the trap of anti-Semitism either. I think there are ways in which that kind of anti-Semitism can find utterance, particularly when it comes to a moment when we feel angry, helpless, and the easiest way to respond to the kinds of violent acts, not just of speech, but of a physical nature, is this kind of hateful retort. I think it’s important to remember the emotional thrust of the Jewish struggle that also animates some of this discourse. 

 

When it comes to Indian foreign policy, India has been relatively principled in its support for Palestine on the international stage. We’ve committed time and again to Palestinian rehabilitation and recovery. We’ve committed time and again to multiple UN resolutions, barring a few, which are aberrations that should be addressed, and have stood in support of a two-state solution, which has been an acknowledged foreign policy over decades. We have also condemned the actions of Israel from time to time when necessary. That being said, unfortunately, the domestic political discourse around Palestine has been terrifying. It’s been framed in contours of Islamophobia that are bizarre. I don’t think the question of Palestine is about whether Muslims are being killed, because Christians are also being killed in Palestine, and so are all kinds of other ethnic and religious minorities.

 

The question is not about whether or not it is important for India to support what’s happening in Palestine because of defence ties with Israel. The question is whether children are being killed. When hundreds of thousands of people are being killed mercilessly in a one-sided genocide that is placing the burden of morality entirely upon the oppressed, then it is our moral duty to stand up and support the oppressed. I think it’s shocking because, honestly, I see all of these Twitter accounts supporting Israel, and then Israeli accounts going back and calling them racist slurs. It’s a bizarre situation where you have a regime in Israel that is deeply racist, which is being opposed by principled Jewish people across the world, which is being opposed by those within Israel itself, but is being supported by a Rahool N Kanal for no reason whatsoever. I think we need to interrogate what has led to that level of hate becoming normal. We also have to interrogate what we do with that level of hate. Quite honestly, the Foreign Service is doing its job relatively decently, but the people of India have certainly dropped the ball when it comes to showing any spine on the question of Palestine. I think you’re going to find that becoming a major flashpoint in the months and years to come.

 

Shikhar: India is often framed as having moved beyond the colonial past, yet students continue to face linguistic, cultural, and global capital hierarchies. From your perspective, how does this phenomenon shape the political consciousness of the students today? What risks do you see when these structures go unnoticed?

 

In many ways, one of the essays that stood out to me most, when I read it almost a decade ago, was Tuck and Yang’s Decolonization is not a metaphor. They brilliantly argue in that essay that when you do not consider the material impetus of decolonisation, when you don’t consider the indigenous scholars, the giving back of land to the marginalised, then decolonisation remains a hollow metaphor. It becomes a term that you use, but that has no meaning.

 

In some ways, that has been the critique of decolonisation in India. In some ways, the Nehruvian state that you saw after independence was one built upon a Fabian socialism that was deeply rooted in Enlightenment rationality. The project that Nehru embarked upon considered the temples of democracy, like the IITs and the IIMs, the space research program, the Tata Institute of Fundamental Research, the Bhakra Nangal Dam, and the river linking projects, to be the modern creatures that would not only animate public discourse but also transform an illiterate country that was plagued by superstition. That was in many ways grappling not just with a colonial legacy, but also the pre-colonial legacy that was marked by feudalism. The imagination then was that this kind of enlightenment rationality would transform the citizen subject into one who would take forward this idea of India, which has always been an idea ceaselessly under construction. Unfortunately, the last three decades have shown us that perhaps rationality isn’t the answer, because the IITs and the IIMs, or the people who graduate from the IITs and IIMs, are the ones who are spewing the most casteist or the most Islamophobic rhetoric. The most educated in the STEM fields are the ones who are becoming most hateful. Clearly, then, it is possible to embrace scientific progress without embracing a spirit of humanism that is required for us to build communities with each other, which is precisely why you’re seeing these fissures across language, region, and religion.

 

I don’t think these fissures are necessarily bad. I think they’ve animated political and social discourse in this country for centuries. I think they’ve been remarkably generative in some ways; the conflicts between these communities have also been remarkably generative. They’ve thrown up important and difficult questions around what secularism means, what it means to live alongside each other. I think, though, that what we now need to establish is a new politics and a new political imagination; a politics of care. At the end of the day, the ideals that we hold deeply valuable, such as freedom of speech and belief in democratic institutions, are predicated upon the idea of an orderly society. That idea of order necessarily being beneficial to the most marginalised is an idea that has been dismissed almost wholly and completely in the last few decades. So now I think the political project is much greater than throwing out one party in power or speaking out against the BJP or the Congress, or even the mere conception of these two political parties. It is about going back to see what we can do to revive a spirit of togetherness that is required if we are to move ahead. 

 

In some ways, India is a peculiar society, even in terms of Indian secularism. We always talk about how French secularism is very different. However, Indian secularism is a beast in its own right. Indian secularism has always been predicated upon the belief that we’re a country divided by religions, but united by festivals. We’ve always been a country that has celebrated each other’s festivals. If you go back into the archives in a city like Mumbai, you have Muharram being one of the biggest festivals of the city that everyone participated in—not just Hindus, not just Muslims, not just Shias. If you look at Ganesh Chaturthi now, it does reflect in some ways the spirit of togetherness, where people across religions celebrate the festival in the city. How do we go back to those inflexion points? How do we go back to those drivers of community to understand how to bridge these divisions between language, region, and religion? How do we go back to materiality as being foundational to understanding these divides? I come from Maharashtra. Over the last few months and years, the notion of Marathi Asmita and the questions of who should speak Marathi and who should be forced to speak Marathi have animated public discourse. Of course, one is against violence of all kinds, and one is against any imposition of a language against someone’s will. But the thrust of that Marathi language imposition is a class order that has marginalised those who migrated to Mumbai decades ago.

 

You’re seeing this situation where people from across Maharashtra who migrated to Mumbai from the 1800s until fairly recently, are now confronting the fact that a newer generation of migrants who come from UP and Bihar, and who can afford to live 20 to a room much like these previous migrants did when they moved for the first time a century or two ago, while working for mills, is displacing the jobs and the communities created by older migrants, and can provide labour at a far cheaper rate than the labour that somebody who has a family and children who live in the same city can. This is what we have to confront, not just when it comes to the violent instantiation, which is language imposition—all this kind of beating up of people who don’t speak Marathi—but also when it comes to questions around the gig worker economy. Just because somebody is willing to work at a terribly low price point, is it justifiable for that person to work at that price point? Just because people are willing to live 20 to a room, is it okay for the state to allow those people to live 20 to a room? How do we reanimate the conversations we used to have around affordable housing, rental or otherwise? In a city like Delhi, rental housing has become unaffordable. At one point, Delhi was known for affordable rental housing, where young people could live in PGs and Barsatis. But the Barsatis of the city have been replaced by builder floors. So where do young people live anymore? You’ve pushed young people in Delhi all the way to the margins, to Noida, to Greater Noida, to Gurgaon, to the back of beyond, to Faridabad, to Ghaziabad. You’ve ensured that the centre of the city, which used to be the intellectual heartland of the city, has become devoid of young people because they simply can’t afford to live there anymore.

 

The institutions that were built painstakingly, like the India International Centre, the India Habitat Centre, the Kamani Auditorium, and these vibrant spaces that once were the centre of intellectual and cultural dialogue, are now filled with older people because the younger people can’t afford to live here anymore. How do you understand this kind of alienation that is now increasingly commonplace amongst young people, or come to terms with the fact that when you deal with these divides, you have to understand them from a slightly more complex angle than 9 p.m. primetime television debates that make it almost impossible to find a solution? I think we’ve now reached a point where people are talking for the sake of talking. You’re creating these divides for the sake of creating these divides. Parties are very happy to create these divides because when you create a divide that doesn’t require you to have nuance, you get votes in a far easier manner.

 

You can’t leave it up to the politicians anymore. You now have to have young people, particularly those who understand the long-term implications of these divides, come to the forefront and say, “not in my name”, right? And only then will you see these divides not disappear, but be negotiated differently. Perhaps that’s when you’ll have true decolonisation taking place, whatever that might mean in a country like India.

 

Shikhar: I am sure you would have been expecting this question since you mentioned affordable rental housing. Mamdani’s victory in New York sparked global excitement around youth participation in politics, and many online even referred to you as the “Indian Mamdani”. Do you think moments like this can create ripple effects on India’s shores as well? What do you think holds Indian youth back from active political participation, especially when politics is still widely seen as a space dominated by sexagenarians? 

 

Anish: You know, I’ve said this before. I’ll say this again: unfortunately, I would have loved to be India’s Zohran Mamdani. But India has already had Zohran Mamdanis in the past, right? A city like Mumbai has had Yusuf Meherally as its mayor, a Muslim socialist much like Zohran Mamdani, who advocated for fair labour laws and the protection of labour rights, and coined “Quit India” and “Simon Go Back”. You had Dr Babasaheb Ambedkar, who, of course, was the architect of our constitution, that many forget was also the reason we got eight-hour working days, and ensured that the rights of those who were engaged in labour were protected.

 

We’ve also forgotten that it took many, many decades for us to arrive at a point where the promises that Zoran Mamdani is making in the United States today are not considered atrocious in a country like India. If Zoran Mamdani ran for elections in India, he’d probably be a centrist, not on the left, because for us, child care has always been an election promise anyway. We believe in direct benefit transfers to women, not as something that you’re divided on across political lines, but as a given and as a normal; we don’t think of affordable public transport as some kind of socialist propaganda that needs to be dismissed. We believe it’s a right. The rights-based approach that we have cultivated so painstakingly in India today is absent in the United States. The US works in a very different way. You’re supposed to pull up your socks. If you can’t afford a house, then you die on the streets. If you can’t afford good food, then you eat bad food. In this country, we don’t believe that. We believe that you can create Amma Canteens under Jayalalithaa in Tamil Nadu. We can create the Shiv Bhojan Thalis in Mumbai. We can make affordable messes in public universities a demand, not a request. It is imperative to remember that, because a rights-based approach is what we have forgotten to embrace as young people in this country, since we’ve been so detached from the history of politics in this country. I think we’ve been continuously taught that we don’t belong on the political table. We don’t belong within elections or within the corridors of power. It’s time to take that power back. I don’t necessarily see this as something that we won’t be able to achieve. If nothing else, it’s easier today to be a young person in politics than it ever was before. It’s easier today to contest an election with fewer sources than it ever was before. So I see a moment of great optimism. Your median age in India is 29, which means half the population is under the age of 30. This means that if the young of this country can coalesce themselves into a voting bloc, they will become a significant voting bloc. And when you do become a voting bloc, you know that political parties across ideologies have to listen to you. It’s what’s happened with women today. It’s what’s happened with caste minorities today. It’s what’s been prevented from happening with queer communities. We have to recognise the power of that voting bloc and political participation, and ensure that we are not begging for a seat at the table, but demanding it. Shifting that lens will fundamentally allow young people to take the lead. I think that today, young people are contesting elections in much greater numbers than we ever saw before. You should have younger people demand tickets more effectively. Also, young people need to start contesting at local body election levels more creatively and constructively than ever before. You need to be winning at the panchayat level, the Zilla Parishad level, and the municipal corporation level. Being an MP or an MLA is not as effective. Change is wrought from the ground up, and if we do not realise that, if we don’t have a ladder that allows younger people to climb in politics, I don’t think we’re going to be able to really radically transform that system. I think that ladder is missing. Those ladders used to be student elections at universities. Those ladders used to be mentorship by political leaders. Those ladders used to be the youth wings of political parties.

 

But as you’ve seen in DU, your youth wings are busier beating up professors than they are participating in effective political dialogue on campus. The time now is to reflect upon what those ladders can look like and to genuinely create platforms for younger people to think about politics, engage with politics, and understand how an election works, what filing a nomination looks like, what door-to-door campaigning looks like, what the caste and class dynamics of a constituency are, what political rhetoric and messaging look like, what the different functions are in a political campaign that require you to bring to the forefront certain issues. Additionally, idealistic politics will not work entirely. I think you need to have a politics that is also geared towards winning. We need to start really strategising about how we’re going to start winning.

 

Aayudh: Queer identity has always been political. However, within spaces of cultural discourse, for a lot of people, this means being forced into an assertion of political alignment before they have a chance to explore their identities. How would you reflect on this premature appellation by ideology for fear of being accused of apoliticism as an increasing trend in online queer spaces?

 

Anish: That is a difficult question. When queerness is under attack from a certain ideology, it becomes almost natural for those who have come out to presume that everyone coming out after them must also oppose that ideology in order to defend queerness as a whole. That’s a natural response. It’s an almost paternalistic instinct, which says, “you don’t know better, but you might as well learn this quickly and figure out who’s on your side and who’s not, in this grander fight.” Is it necessarily a bad thing? I don’t know. Is it something that can be deeply alienating? I definitely think so. I think it’s not so much that you are politicised or that political conversations take place in queer spaces. That’s always been the case. That will continue to be the case. The question is, how can queerness evolve new ways for us to have these conversations without them seeming like barriers to entry points into any kind of participation, right? How can we acknowledge that somebody might have a different opinion? How can we still show some level of care in hearing that opinion and engaging with that opinion? I think in many ways, we forget the kinds of privilege that allow queer folks to express themselves in ways that other queer folks might be hesitant to. What I can say as a cis gay man who comes with caste and class privilege is very different from something that someone who is Dalit and trans can say, right? A Dalit trans person is not going to be able to say the things that I can say. I cannot then say that they are not progressive enough or not “sticking to the party line”, as it were, of this queer ideology that seems to animate discussions in queer circles, simply because they’re not coming out and being as vociferously critical of the government, or of a certain statement or certain kind of ideology. So I think it’s very important to understand that people come to ideology in very many different ways. We would have to give them the space to understand why they care about something, not just tell them what to care about.

 

For me, personally, queerness has been a valuable lens to understand the struggles of others, the fight against caste discrimination and Islamophobia, and to reaffirm my solidarity with those struggles. In many ways, for me, queerness is a belief that you must stand up against oppression of all kinds, whether that is based on one’s caste, class, religion, sexuality, or gender, because at the end of the day, that is what a queer politics looks like. But that’s not necessarily everyone’s politics, right? And I think we have to allow them to embrace that politics. And we have to allow them to enter that politics, not from a space of judgment or cancel culture, but from a space of intrigue, and from a space of inquisitiveness. I think we’ve shut down the spaces for inquisitiveness. I don’t think we know how to be curious anymore. I don’t think we know how to be excited by an idea anymore. We’re so cemented in what we believe in that we don’t want to be challenged.

 

Even on the left, we’re very secure in what we believe in, and we’re very insecure of anything that shakes our belief in that security. I think queerness also has had a role to play in these spaces, to disrupt, to challenge, to shake preconceived notions around what queerness means, how it’s perceived, and who’s really supporting queer rights. To conclude, I must mention that often the narratives that we create around queerness are strategic in nature. Queer folks are not yet a voting bloc. Queer folks are “a minuscule minority”, in the words of the Supreme Court. Queer folks also don’t live in one region, or one constituency, and therefore the geographic spread of queerness makes it very difficult for queerness to become a politically valiant force, which means that when queerness presents its demands in front of the state, whether that’s in front of politicians or the judiciary, it has to be very strategic and tactical about how those demands are presented. When we spoke about Section 377 and got 377 read down, the argument was that this is a kind of Victorian morality that was imposed upon India, and India before the British was a great place for queer people. That’s a tactical strategy, is it not? It’s not something that’s true. It’s not that before the Brits arrived, if you’re a Dalit queer woman, you would be able to be with somebody across caste lines who was also a woman. Who queerness is accessible to, who could avail of queerness, has always been challenged. But in that moment, it was important to assert that kind of queerness to be able to become legible to the state.

 

Today, we saw that kind of queerness fail when it came to marriage equality. Certain demands are so threatening to the foundations of the patriarchy in this country that you can’t sugarcoat them, in which case you have to maybe now adopt a different narrative: one of solidarity, one where a consolidated list of demands is placed in front of the state by a coalition of identities. How can we bring queer people and those who care about the environment, disability rights, mental health, and oppression on the grounds of caste, religion and region together? How do you create this more inclusive platform through which you argue for a bouquet of rights? I don’t know if we’ve arrived at that yet, but I know that we’ve arrived at the end of this conversation. But I certainly hope that we’ll be able to arrive at such a platform, because I don’t think there’s an alternative left anymore. 

 

Aayudh: Thank you, Anish, for interviewing with DU Beat. We have asked difficult questions, but what we may take away from this interview is that it is far more important to question, agitate, and subvert than to answer, categorise, and define. That is the only lesson we might learn from a nation so principally and historically endowed with plurality, and so difficult to definitely characterise, as India.

 

With,

Shikhar Pathak, Editor-In-Chief, DU Beat

[email protected]

 

Aayudh Pramanik, Print Editor, DU Beat

[email protected]

 

Image Credits: The Hindu

The trajectory of the Indian university, from its inception under colonial rule to its contemporary manifestation in the National Education Policy 2020, is characterised by a fundamental reliance on borrowed institutional models and an ongoing negotiation with entrenched systems of social exclusion. The very concept of the ‘Indian university’ was labelled as an “unnatural desire” contaminated by an “unfortunate weakness for imitation” by early critics like Rabindranath Tagore, who observed that grafting the institutional infrastructure, its buildings, its furniture, its regulations, and its syllabus onto an alien culture and history denied the historical forces required for the idea to achieve “organic sustenance”.

The colonial administration established India’s first universities in 1857, modelled after the University of London, to create a class of lower functionaries and offer instruction in European literature and science. This marked the rise of what academics call the “secular feudal complex of interests”. In Bengal, which saw the first universities in India, they existed to serve the bhadralok, where profits derived from land contracts funded urban bureaucratic careers, and caste privilege was masked as secular intellect. The system actively secured the dominance of Hindu upper castes and neglected existing indigenous, vernacular schooling systems, which historical reports showed had surprisingly diverse student demographics, sometimes enrolling children from marginalised castes like Chandal and Sunri. By tailoring education to win the confidence of the educated and influential classes of the people, the colonial framework institutionalised deep-seated caste and class apartheid in the name of merit.

This borrowed and deeply selective institutional structure provided the foundation for post-independence university planning, which, during the period of 1947–86, operated under the ideology of ‘welfare’. Policy documents, such as the Radhakrishnan Commission Report (1948–49), defined educational opportunity using abstract concepts of “talent” or “ability”, thereby legitimising historical privilege as “merit” and sidestepping structural caste and religious exclusions. The Commission even rooted its curriculum for citizenship in the varnashrama ideal, invoking the dvitiyam janma, traditionally reserved for the dvij (twice-born) upper castes, thus validating caste hierarchies through the metaphor of intellectual attainment. 

A prime example of how the welfare model perpetuated caste exclusion, as Debaditya Bhattacharya argues, lies in the formation of the Indian Institutes of Technology (IITs), modelled after the Massachusetts Institute of Technology (MIT). These institutions were explicitly designed to distinguish intellectual expertise from the productive labour traditionally reserved for lower castes. This structure cemented the aura of “castelessness” around meritocracy, exempting IITs from constitutional reservation mandates until 1973. The selection process, rooted in competitive mass entrance examinations, ensured that scientific and technological expertise was set apart from the “manpower mandate” through selective entry. This institutionalised upper-caste dominance, leading to the unfortunate, documented rise in suicides among marginalised students in these elite technical institutes, confirms the hostility of the meritocratic ecosystem.

This period of focusing on “welfare” failed to dismantle the colonial framework, leading policy to shift to the neoliberal ‘market’ (1986–2012), redefining education around “human resource development”. When the market model failed to provide reliable employment, the policy shifted again toward financial logic and risk management under the NEP 2020, signalling the age of the “Platform University”, which focuses on securing market legitimacy and placements, rather than producing critically thinking educated individuals. 

 The NEP argues that specialised knowledge is unreliable in a world risk society and that education must prepare workers of the future for jobs that may change or disappear. The implementation of multidisciplinary education at universities like Delhi University exemplifies this shift toward non-knowledge and propaganda serving as investable securities. The introduction of mandatory VAC in Delhi University’s curriculum demonstrates the fracturing of knowledge into ideologically charged and tradeable curricular derivatives that have little relation to established disciplinary traditions. The objective is to produce innovative skill combinations that might survive price fluctuations.

The definitive structural mechanism for this platformisation is the Academic Bank of Credit (ABC). The ABC transforms educational institutions into “banks for academic purposes”, mirroring commercial banks for financial purposes, offering services like credit verification, accumulation, and transfer. The platform enables ubiquitous access (any-time, anywhere, and any-level learning) and promotes mass digitisation, ensuring a network effect where the student is reduced to a “credit variable, unique but infinitely circulable”. 

The NEP legitimises this financial restructuring by invoking the myth of ancient Indian universities (Takshashila, Nalanda, Vallabhi, and Vikramshila), claiming that these “world-class institutions of ancient India” demonstrated the success of “vibrant multidisciplinary environments” and that India needs to “bring back this great Indian tradition”. However, a critical history of these ancient sites reveals that they were not true universities in the modern sense. For instance, Takshashila was primarily centred on brahminical education, where knowledge acquisition was confined to the upper dvija (twice-born) castes, with an explicit ban on shudra populations, and instruction was conducted individually within the acharya’s household, lacking the corporate character and worldly openness required of a university. Similarly, Nalanda functioned primarily as a sangharama (rain retreat) for the Buddhist sangha, not an autonomous centre for secular intellectual curiosity, focusing intensely on religious proselytism and monastic doctrine. The transformation of Nalanda into a learning center was accidental, and the mission of foreign visitors there was primarily religious evangelism to procure and translate sacred Buddhist texts, not to engage in disinterested research. The policy’s appeal to this mythological past serves as a political cover to justify the financialisation of the present, ensuring the university’s total surrender to the logic of the derivative asset. The pursuit of happiness studies for students further exemplifies this totalitarian ideological goal: the systematic destruction of the university’s critical “publicness” and the faculty’s capacity for critical private intellectuality, replacing genuine thought with an ideological “science of happiness”.

The platformised university, therefore, is the final stage of the original colonial borrowing, where the foundation is based on structural exclusions. The NEP 2020’s insistence on graded autonomy and the subsequent ranking of institutions (Type 1 Research Universities down to Type 3 colleges) further establishes a hierarchical system, where the great icons at the top receive the bulk of promised funding, ensuring that structural inequalities are perpetuated under the guise of pursuing excellence in an economy of scarcity. The ABC, acting as the university’s super-app or surveillant assemblage, ensures that the student remains a lonely, calculable asset in a system obsessed with rating and credit accumulation over intellectual engagement.

Read Also: NEP: Changing Norms for Teachers and Students

Image Credits: Daily Bruin

Sakshi Singh
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The classroom has turned into an assembly line of submissions, and teachers, overwhelmed by grading requirements, have little time left for meaningful mentorship or feedback.

Education has long been regarded as a process of intellectual discovery—of thinking deeply, questioning boldly, and learning meaningfully. Yet, this ideal is steadily eroding. Across universities and schools, students now live within an unending cycle of evaluation—internal assessments, projects, presentations, assignments, and the list goes on. The logic behind this system seems sound: frequent evaluation is meant to encourage consistent learning, reduce exam stress, and provide teachers with an ongoing understanding of student progress. However, beneath the promise of fairness and engagement lies a troubling paradox—when everything is assessed, very little is actually learned deeply.

The shift towards continuous assessment has been one of the most significant changes in modern education policy. From the National Education Policy (NEP) 2020 in India, the trend is clear: move away from high-stakes final exams and towards a “holistic” evaluation system that values participation, projects, and internal assessment. On paper, it sounds progressive—a model that rewards effort and creativity rather than last-minute memorisation. But in practice, this model has created a culture of constant performance, where students are perpetually producing rather than reflecting.

One of the major drawbacks of this system is the disappearance of depth. Instead of allowing students to spend weeks exploring a concept or topic, reading beyond the syllabus, or revising and refining their understanding, the system demands quick, measurable outputs. Every week brings a new deadline, a new rubric or stylesheet, and a new mark. Students, caught in this cycle, quickly learn the art of strategic compliance—doing just enough to meet the criteria without engaging deeply with the material. The intellectual curiosity that education is meant to nurture is replaced by a survival instinct: What’s the word limit? How many marks is this worth?

This is not laziness; it is adaptation. When evaluation becomes omnipresent, students prioritise what is measurable over what is meaningful. In such an environment, thinking deeply—the hallmark of genuine learning—becomes a luxury few can afford.

The continuous assessment model has also reshaped the teacher’s role. Instead of acting as facilitators of thought, teachers often become administrators of evaluation. With dozens or even hundreds of students to assess weekly, providing detailed, personalised feedback becomes almost impossible. The lack of time for thoughtful evaluation has profound consequences. Feedback, when rushed or generic, loses its value. It neither guides improvement nor encourages reflection. What should have been a dialogue between learner and teacher turns into a transaction. This mechanisation of feedback erodes the relationship between teacher and student as co-thinkers. 

The push for continuous assessment is not merely educational. It reflects a managerial mindset prioritising accountability, data, and efficiency over critical inquiry. Pressured to show measurable outcomes, institutions reduce education to quantifiable deliverables. Learning becomes performance, not understanding; students turn into data points, teachers into evaluators. This technocratic approach, appealing for its promise of transparency and productivity, flattens intellectual depth, replacing curiosity with compliance. By reducing growth to checklists and metrics, efficiency begins to matter more than thought, and deep, reflective learning becomes a luxury modern education can no longer afford.

At the heart of this crisis lies a more basic issue—the disappearance of time. Both students and teachers are caught in a perpetual rush. There is no pause between one assessment and the next, no breathing space for reading beyond the syllabus, developing skills, pursuing their hobbies, interests, etc.

Deep learning, however, requires slowness. It requires the patience to wrestle with difficult ideas, to make mistakes, to reflect and return. The constant churn of assessments denies this possibility. Students move from one topic to another without the chance to consolidate their understanding. What remains is surface learning—fragmented knowledge held together by deadlines rather than comprehension. This commodification of learning undermines intrinsic motivation. The joy of discovering something new, of following a thought simply because it is interesting, is replaced by a transactional mindset. Over time, students internalise a dangerous belief: that knowledge is not something to live with, but something to complete and move past.

None of this is to argue for a return to the anxiety-inducing system of one-shot final exams. Continuous evaluation can, in theory, support learning if implemented thoughtfully—with fewer assessments, better feedback, and more emphasis on reflection rather than output. To reclaim depth in education, institutions must reimagine assessment as a process of dialogue, not surveillance. Teachers need time and trust to mentor rather than manage. Students need space to think, fail, and revise without the constant fear of being graded. Education must once again become a space for intellectual risk-taking, where questions matter more than answers and where thinking slowly is valued as a form of courage, not inefficiency.

Read Also: NEP’s Three-Language Formula for Schools

Image Credits – Hindustan Times

Richa Choudhary

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The recent conflict over the Madarsa Act, struck down on secular grounds, highlights rising
discrimination against Islamic Institutions in India. The SC ruling, though a relief, doesn’t discount the
growing hostility.

All governments affect education, but a totalitarian government disguised as a democracy does
that in the most detrimental way. It is easy to marginalize minority groups when the government
frames every unfavorable policy as a step towards equality, benefiting a majority that already
holds significant power. India has been no stranger to such circumstances. Over the past few
years, the Indian education curriculum has gone through several alterations. From the
infamously contentious New Education Policy 2020 to the controversial removal of chapters
Based on the Mughal empire from the Class 12th NCERT syllabus of history, the Indian education system has been victim to the very active saffron agenda. Another evidence for the
claim comes forward as we look into the recent case involving the Madarsa Act.

The Uttar Pradesh Board of Madarsa Education Act, 2004 (Madrasa Act) was introduced to
regulate madrasas, or traditional Islamic educational institutions, under the state’s supervision in
order to ensure the standardization of madarsa education and align it with the state’s
mainstream educational policies. It provided a legal framework where religious education was
being imparted alongside the curriculum designed by the NCERT. The act came into the
Allahabad High Court’s attention when a lawyer argued that the Act violated Constitutional
articles 14, 15, and 21 and claimed that Madarsas failed to deliver quality education compulsory.
up to class 8th. The Allahabad HC went ahead with the case, and the resultant verdict argued for
the striking down of the Act completely. The Allahabad HC argued that the Act violated the
principle of secularism, it violated the Right to Education (RTE) and was in conflict with the
University Grants Commission Act, 1956.

The Allahabad HC’s decision to invalidate the Madarsa Act on the grounds of secular principle
and Right to Education is troublesome when viewed against the selective enforcement of such
principles. Madarsas were placed under intense scrutiny under the argument that secularism
requires all educational institutions to conform to a uniform standard. However, similar
measures are rarely directed towards other religious educational institutions, such as Hindu
Gurukuls, or Christian Convent schools. These institutions also emphasize religious teachings,
and promote particular values, yet operate with little government supervision or pressure to
succumb to state-mandated curriculum. This discrimination highlights a problematic double
standard, where secularism and educational rights are invoked solely in order to regulate
Islamic educational institutions. This selective application of ‘secular’ oversight makes one
question about the true intent behind such rulings, as it suggests that traditional Islamic
Educational practices are somehow less aligned with national educational interests or public
good compared to those of other faiths. By focusing specifically on madarsas, it can be inferred
that the ruling implies that Islamic educational practices uniquely require reform, while similar
religiously affiliated schools are free to operate without government interference. This exposes the
selective pressures placed upon Muslim communities in India.

This differential treatment of religious institutions not only negates the secular ethos that the
The court aims to uphold but also brings into light a growing trend of Islamophobia within the Indian
socio-political landscape. By disproportionately subjecting madrasas to perusal, the judiciary
has subjected the broader population to believing that Islamic practices and institutions are
inherently suspect and perhaps even in conflict with Indian values. This selective regulation
feeds into the existing narrative that Muslim communities and their institutions are somehow at
odds with the nation’s aspirations, further marginalizing them in public spheres. The current
government’s nationalist and right-wing policies have already contributed to rising Islamophobic
sentiment, and the Allahabad HC’s seemingly one-sided ruling reinforces this hostile climate by
validating the suspicions and prejudices against the Muslim community. In a time where
Secularism is used selectively to pressure one religious group; true equality under law seems to
be a utopian goal.

The Supreme Court’s final decision to overturn the Allahabad HC’s ruling has been welcomed.
by the Muslim community, however, this doesn’t discount the lengthening traces of Islamophobia.
in the nation. One might argue that the judicial rulings, including those on the Madarsa
Act and operate independently of the legislative government in power, emphasizing the principle of
judicial autonomy. Nevertheless, it is crucial to recognize that the government has significant
influence over the broader social and cultural climate in which these legal decisions are
interpreted and received. The current rightist government of India increasingly casts minority
communities, especially Muslims, in a negative light. By promoting narratives that depict Islamic
practices as extremist and backward, the Allahabad HC has, directly or indirectly, nurtured a
social environment that is more tolerant of Islamophobic attitudes. This shift in public sentiment
can create an atmosphere where biased perspectives subtly creep into various institutions,
including the judiciary, making it challenging for minority communities to maintain their rights.
and identities without facing suspicion or prejudice.

Read Also: From Killing Ideas to Killing Intellectuals: The Institutional Murder of G.N. Saibaba

Featured Image Credits: Hindustan Times

Ashita Kedia
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A vile assault and murder has struck the nation’s tightest nerve. It must now wake up and smell the coffee to realise that empowering women goes beyond providing them an education. Even the most capable of us will need safe conditions to live without fear and with freedom. 

On August 9th 2024, a horrifying incident shook the nation to its core. A resident doctor at the R.G. Kar Hospital in Kolkata was found unconscious on the hospital grounds. Alerted by her state of undress and the profuse bleeding, she was taken in for examination by the medical staff, who later declared her dead. The post-mortem report revealed shocking details. It was reported that there was severe bleeding from her genitals, a list of broken bones, and a vile mutilation of her body. The nation is rightfully grieving and raging against the news; hundreds of protests and marches in her name are being held on a daily basis. Politicians, celebrities, students, and the Indian intelligentsia have taken over the internet to pour out their grief and revitalise the conversation surrounding the state of women in the country. 

 For many, this incident comes as a shock. To them, India is a developed nation with rights and functions outlined for all. On the brink of economic greatness, the vox populi considers India to be above such crimes of barbarity (it is shocking in equal measure how many have turned their eye against brutal cases in the past and are only raging now when the victim is someone that belongs to their class structure. There is shamefully no doubt that a similar incident in say, a village in Uttar Pradesh, might not have triggered such a passionate response). Perhaps it is the right time to consider that maybe India is not the haven they thought it was and that regardless of the claims of “Beti bachao, beti padhao,” the daughter will never be safe, not unless we change systemic patterns.  

The world has always fallen victim to pseudo-feminism. Women have been given just enough to satiate, but never enough to truly free them from their shackles. India is no stranger to this phenomenon. The constitution makers envisioned that with independence, India would herald a new age where a person’s rights would beget them the respect they had been denied for centuries. Coupled with the immemorial reverence for education in the country, it was understood that once formal education was introduced, many of society’s evils would fade away into obsolescence. An educated member of society is a capable member of society, and a capable member of society would not be plagued by issues of old. Rape culture, however, does not spare anyone. It looks for a chance, and unfortunately for the women of India, their abilities do not influence it. The Kolkata case among the long, long list of many others raises the question: Is simply educating the girl child going to save her?  

Tarabai Shinde, in her career-defining work Stree-Purush Tulna (Comparison Between Men and Women), answers the question with a resounding no. In her time, “the educated wife” was a fad that had taken hold. It was to educate the woman without actually letting her participate in the public sphere. Tarabai Shinde’s father was a member of the Satyashodhak Samaj, and it is to him that she “owes” her education. However, this relative freedom hadn’t been enough, as Tarabai referred to herself as “locked up and confined in the proper old Maratha manner.”.  

Her scathing critique fits the current India scarily well. 

Tarabai reaffirms the tragic reality where gender relations remain unchanged but are rebranded so that they may stand out as modern while also neatly fitting into the ideas of patriarchy. It’s patchwork feminism. A manifestation of this is seen in the Kolkata case as well: A woman out late at night is permissible only because she was a doctor on duty. The rightful outrage is only as loud because there is truly nothing to vilify the woman over. Her value is only seen in relation to her profession, and is not inherent, as should be the case for all beings. Women are thus empowered with the constraints tightly in place. In doing so, we never achieve a revolution; instead, we continue to exist in the same manner as before, with little to no change. Families pride themselves on letting their daughters go to school (even if they never let them do anything with it). Politicians are quick to wash their hands off their duties towards women by funding the construction of educational institutions as if that marks the end of it. What good is an education when a woman is still too scared to go out past sundown? What good are the multiple all-female colleges when, the minute a woman leaves campus, she has to formulate attack strategies in her brain? 

Did any of her achievements matter when faced with the caprice of men? Did any of any woman’s?  

All of this isn’t to say that education is not a sector to invest in or that educating women is a futile pursuit. It is to make us realise that education does not exist in a vacuum. Empowering women is a dynamic process that must take into account a plethora of other variables; the safety of women is the most basic of them. When we pride ourselves on the equal right to education that legally gives women the same access to knowledge as men, we must also ask ourselves if we have built a society well enough where they can enjoy the fruits of their labour and where they can actually act as capable citizens instead of just being one on paper. 

Read also:  Women’s safety in DU: How safe are we?

Featured Image Credits: The Hindu, PBS  

Anvesha Tripathi

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The hands of the clock now beckon you home and you realise you are quite far away. As you step across the threshold of your motherland, you do not recognise it anymore. The universities are now debris, the art nowhere to be found and the citizens asleep immobile, in a deathly slumber. 

On the asphalt streets of Bengal, there is God. Amidst the wet mud underneath newborn rice; in the dramatic torrents from precariously placed Dhunuchi on sundried hands; in the kitchen’s sweating, simmering air and the tear that sizzles in the onion sliced open on the cutting board, there is God. From the ancient, blistered pages of a chalky hardbound Thakumar jhuli, Thakuma’s thunderous and meek voice rings clear and God flashes her third eye. When you hear her, you hear the underbelly of a tidal wave roar with ripe and red age – her seasoned drawl trembles like the quaking earth. Sitting a few trees, a few cities and a few seas away from her, you find that all around you, the wet mud, the dhunuchi, the curry that stained your childhood nails have crumbled to stone. 

You are not home. The air is no loner laden with the heady fragrance of dawn Shiuli, the paint no longer peels off walls as your eyes fall to the floor and the sunlight no longer burns with the force of a thousand furnaces in your face when you smile. You feel estranged from language for your tongue has remained in your mother’s heartland. There are no trams here, no yellow taxis, no cobblers spread out on street corners, no purple skies of the Kalboishakhi, and no roads choked with rice lights and kabiraji during pujo. There are no little gods in melting make-up darting about on the streets, touring the city on shoulders and veined, brown laps. There is no you. 

Thus Modhushudon says,

“সাধিতে মনের সাধ,

ঘটে যদি পরমাদ,

মধুহীন করো না গো তব মনঃকোকনদে।

প্রবাসে দৈবের বশে,

জীব-তারা যদি খসে

এ দেহ-আকাশ হতে, – খেদ নাহি তাহে।”

This translates to:

“If disaster befalls,

My questing heart,

Do not banish me from the nectar of your memory.

If, by foreign banks,

My life cascades away from me,

I do not fear the death of my body.”

 

For the Bangla that has seeped through the fissures of Bengal and carried an exodus of the personality to the without and ushered them within, through the crests and troughs of an experience divorced from the comfort of a motherland, for the teeth watered with the acrid wind of a foreign song, Modhushudon lamented. Of course, along with departure, there must be an arrival. But we realise that the arrivals pale soon. That which arrives and has arrived, could not arrive again. In its incomplete arrival, an arrival is effervescent. There is another arrival and we lurch forth, perpetually, towards newer lands and tongueless elegies sung in deserted rooms. This sense of the ceaseless arrivals is only an abstract account of the idea of the present. Aristotle had reductively expounded it as an uneventful translocation between tactile distances. “Duration is the stuff of which conscious existence is made”, Bergson shall profoundly declare some two centuries and two score years later. But I digress. Why this lived time is important to understand is because it corresponds to the Bengali’s distorted lived identity.

This precipitates the workings of an abstract nation that is peripatetic and exists in the blank space wrought by a disturbed people’s diaspora. How did this come to be? Indeed, the political unconscious, as Jameson would observe, of the endless literature that Bengal could offer, reflects the change in the most confounding manner. It is not easy to say when the left front began to collapse; the artistically, academically, and pedagogically peerless British-fed empire of the paddy fields commenced a burgeoning descent to an industrial, infrastructural and economic impasse. Of course, the united Bengal, alongside the other, now prominent, port cities of colonial India’s Madras and Bombay, stood to be the entrance of the British into the Indian subcontinent. The colonial landslide was inevitably felt the strongest in these cities. The domain of English academia is still, to this date, dominated by either the present-day south-Indians or the Bengalis. It is no coincidence for such to have been the case. Bihar, which was an organ of united Bengal, produces the fiercest administrative officials.

It does not take the exceptionally precocious to piece together the facts. I must confess that I have also met that crude populace that has failed to tag this failing state machinery. It was only yesterday that I had the misfortune – now, let this not be extrapolated so as to deem their company unpleasant, indeed it was the converse – of acquaintance with a certain professor who was astonished at my decision to have chosen Delhi for my undergraduate destination. Being from Kolkata, why had I not chosen amongst the premier institutions of the city? Her question was not unfounded. Two decades back perhaps, or a little more, I would have considered it. In fact, it would not have been an easy task gaining admission into either Jadavpur University or Presidency. “No one knows what happens during the checking of Jadavpur entrances anymore”, sighs a Professor that I know. I would also have been assured that the evaluation of my entrance examination at the former would have been a fair one. Nevertheless, the unnamed was unaware, albeit, not blissfully so, of the cruel edifice of Bengal’s present truth. When I asked my friend who is currently a second year student of Mathematics at Presidency what has become of the education system in Bengal, what it is that has so dramatically altered its state machinery, and he said “Bengal has once churned out nobel laureates like the primed barrel of a gun; we have fallen far since then. The culture where Bengali households still push, sometimes excessively, their children towards unimaginable heights of success still exists. But the means for our generation to manifest that now-distant dream have been lost. We see them only reminisce, complacent and smug in their erstwhile glory and do nothing to reclaim it.” It might sound scandalous to say so, but it is my belief that any Bengali, with a morsel of ambition remaining in their blood, has left. The evil of the Naxalites, which had catalysed this transformed political sub-space in the first place, has been replaced by the evil of stagnancy that is borne of negligence and a ruthlessly debauched moral compass. This moral compass does not remain confined to the rulers of the state only, for we must remember the citizenship that has advocated for them, and handed to them this power. It would be folly to discount the sheer comprehension of the people’s pulse, of which the incumbent opposition ruler seems to be in dangerous possession. She knows what makes Bengal tick and she makes them tick well. I am afraid that if I indulge myself any further, I shall stand to lose my diplomatic tenor and therefore I shall not risk that venture. 

Bengal has been outpaced, and superseded by time, for all great societies are fated to fall. This is not to occasion a trite exchange, only to ascribe the causality of a devastating truth to powers intangible. And yet, I must maintain that it is not, in fact, intangible. The democracy of the Indian subcontinent is now choked with choices that one could not make without the mortifying acceptance of their choosing the lesser evil. That is another complicated tangent of debate, which I could not take up frankly without gravely endangering myself. We can no longer jointly hail one as a scholar and a politician. That species seems now to be extinct. In any case, as I grapple with this undeniable prospect, it is quite clear to me, a state I hope I have been able to confer upon the readers of this article, why the exodus has been in such Herculean proportions. The issue of the brain drain is not atypically Bengali. In Bengal, the tremors have been felt deeply, and yet, to the perspicacious, that the drain is quite Pan-Indian. The established Indian scholars have all to sport in their resumes, a degree earned from abroad. This is not simply the result of a quest to expand one’s horizons, as seems most apparent. The outward-bound instinct, or Beauvoir’s masculine transcendence, is not a universal tendency. I would fail at this moment to furnish the reader with the statistics, but commonsensically, it would not be preposterous to infer from cases of those irrefutably successful, that ambition is not a rather ubiquitous quality if all the world’s sensibilities were to be accounted for. If the reason so posited, about expanding one’s horizon, were true, then how does one explain the negligible immigration that India has seen recently, in terms of students. Of course, it is a developing country, and yet, if one were to examine the history of Indian scholars who have flourished abroad, one must concede that the Indian education system was once robust and globally revered. It pains me that I cannot account for a solution that does not drastically alter the system, and perhaps I must not. Perhaps it is important that the system be so radically reformed, for if we continue along this path, we shall only gracefully expedite our world’s transmogrification into the dystopian world of Orwell, if not extinction. 

Read also: Of Remembrance and Letting Go: An Ode to Hometowns

Featured Image Credits : Ahmadzada for Freepik

Aayudh Pramanik

[email protected]

Delhi Education Minister, Atishi, has pointed out certain excesses undertaken in 12 DU colleges in a letter to the Union Education Minister.

 Delhi Education Minister, Atishi, on Friday, wrote to the Union Education Minister, Mr. Dharmendra Pradhan, underlining “irregularities” in the administration of 12 DU Colleges funded by the Delhi government.

She expanded upon these irregularities citing instances of procedural lapses in appointments, creation of unauthorised posts, and salaries in crores being paid to staff who were never appointed through established procedures.

Other such instances listed include the misappropriation of funds from the Grant-in-aid (GIA) which also involves the salary to the GIA-General. Atishi alleged that these oversights occurred despite crores of funds lying in the corpus of these colleges. Further instances of arbitrary and irregular payments towards sanitation and security services as well as allotment of Canteen and other contractual services were flagged.

She expressed that since these colleges are directly affiliated with DU, they are not answerable to the Delhi government for “judicious” utilisation of funds. She thus proposed two possible courses of action. The 12 colleges could either be merged under the purview of the Delhi government or the centre could assume full control and responsibility of these institutions in which case the Delhi government would no longer allocate funds to these institutions.

This comes in light of the release of Rs 100 crore by the Delhi government earlier in June this year out of the sanctioned Rs 400 crore allocated by the government in 2023-24 to these institutions.

The education minister thus took this opportunity to highlight the issue as being symptomatic of a larger pattern of financial malpractices and oversight.

There was no immediate reaction from the University.

 

Featured Image Credits : PTI

 

Deevya Deo

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Lakhs of Indian students migrate to study abroad every year. What sparks the intrigue, and is it truly warranted?

The fascination with studying abroad among Indian students is a phenomenon that can be attributed to various factors, both societal and practical. While there is much to gain from a foreign degree like global exposure and quality education, a lot is lost, such as family and culture. How does one navigate the trade-offs and decipher how to make the right decision?

One factor driving this fascination might be how studying abroad is considered a mark of prestige and quality education in Indian society. Another contributing factor is the perception that they offer better academic opportunities and could lead to higher earning potential. From another perspective, limited domestic options due to low availability and high competition for seats in Indian institutes drive the youth to look for options abroad. Moreover, most education systems abroad curate their programs in a way that allows for variety and flexibility in the subjects and structures offered. This is appealing to Indian students.

I have always looked forward to pursuing a Master’s degree abroad because it’s hard to find career advancements domestically in my field, especially since it’s not of professional nature.” – Seher, a third-year student

Apart from these, there exist factors that seem to be rooted in no solid reasoning. Historical migration patterns in the family or social expectations can create a sense of normativity and peer pressure. The idea of studying abroad, which may have been limited to a certain social class earlier, has become a more common goal due to changing societal norms.

However, when reaching an age where the future seems too close, hesitations creep in. The potential difficulties regarding adapting to a new culture with different social norms and values, leaving family behind and the financial burden may contribute to students rethinking their decisions.

On not being able to receive a scholarship for the program I was accepted into, I dropped the idea of moving abroad. I would not have been able to handle the expenses.” – A DU alumnus.

Thus arises the need to introspect and assess your goals, both personal and professional. Navigate this decision by reflecting on your priorities regarding career and life goals. Get to know yourself better, try gauging through self-reflection and conversations with well-wishers on what suits you the best. Seek guidance from counselling services, college seniors or family members abroad to better understand the challenges and benefits of international study.

Due to these complexities, it’s essential to make informed decisions keeping in mind your ideals as well as practical considerations. Studying abroad can be an enriching and transformative experience only if guided by mindful intentions.

Read also: The Right Time to Study Abroad

Featured image credits: Unsplash

Arshiya Pathania

[email protected]

This article adds to the buzz and discussion surrounding the “degree-walas”- the graduates who have been taking not only social media but also the street food industry by storm.

Graduation ke baad college ke bahar momos ka stall kholenge” (after graduation we’ll open a momos stall outside college) and “Yaar maggi wale bhaiya kitna kamate honge?” (how much do you think the maggi seller earns) are just a few of the many statements that define a college student, particularly one unsure of what the future holds. For most of us, they are merely a lighthearted escape from the constant degree and college slander and are not intended to be taken seriously. These statements, casually thrown around in after-class conversations, are among the many promises that are made and buried over the course of a degree. But much like how some are able to finally turn their Goa and Manali trips into reality, some capably materialise this as well. I dived into writing this piece without realising the commonality of what I was writing about. It turns out that the relationship between rigorous academic degrees and simplistic street food is more ubiquitous than one would have thought.

From MBA Chaiwala to B.tech Panipuri wali, recently it has been quite hard to overlook viral videos on social media wherein fancy degree holders are venturing into classic street food businesses with an added touch of their own. From fire kulhad pizzas to comforting rajma-chawal, there is something for everyone!

Most recent is the virality of Tapsi Upadhyay, a 21-year-old engineering student who captured the attention of food enthusiasts by giving the beloved panipuri (I prefer the term golgappe) a healthier spin. With “air-fried” pani puri and “organic” tamarind and jaggery sauces, she started her business to contribute to a ‘Swasth Bharat’. As much as one could concur our nonchalance towards “healthy” street food, the idea appears to be working for her. Within just 6 months of operations, her team has been able to expand to four carts at multiple locations across Delhi. However, internet users’ reactions to a video detailing her inspiration and hardships, which has gained over 13 million views on Instagram, have been conflicted.

“Hats off that she is doing everything it takes to be her own boss and being financially independent.”- an Instagram user

“A degree doesn’t guarantee a good job with good living standards. Good to see she started something of her own. All the best to her.” – said another user on social, complimenting the business

On the flip side of the coin, a small part of users have also been vocal about this apparent misdirection.

“Not demeaning anyone but can’t understand why people after doing a good education start street food and term it as entrepreneurship. After completing B.Tech one should think of new technology and innovation rather than selling street food.” – a third user on Instagram

“Wearing a cap is cool but wearing a helmet is a taboo.” – remarked another person in reference to “Panipuriwali” being spotted driving a Royal Enfield Bullet without a helmet.

 

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Snippet from the viral video showing B.Tech panipuri riding a bike with her pani puri stall attached behind, Image Credits: @are_you_hungry007 on Instagram

The tags such businesses possess, which undoubtedly attract intrigue and help with fame, may sometimes have a hint of clickbait as well. For instance, when one hears of MBA Chaiwala, they would inadvertently think of somebody who after slogging for a degree they have no interest in, spent years in the tortuous corporate sector only to realise their true love for making and selling chai. However, the idea simply developed from a rejection from the three-lettered dream college franchise of many graduates. So maybe, if you are looking for a sign to “follow your passion” AFTER doing an MBA, this might not be the best one.

But it goes without saying that one would question how these individuals break free from the shackles of log kya kahenge? (what would people say?) More specifically, why would they need to?

For starters, the ‘hustle culture’ is a term with exceedingly mixed opinions and something that most university students unwittingly fall victim to. However, Indore-born student Ajay is a true example of what grit and perseverance are all about. He sets out at night with “Indore’s first chai on wheels” in the hopes of selling his “Cycle-wali-chai” and making enough money to pay for his coaching, education, and a comfortable sustenance.

Ajay sells tea at night to pay for coaching classes, Image Source: The Indian Express

For others, it might be about embracing the entrepreneurial spirit and the startup wave India takes immense pride in. In an exclusive conversation with DU Beat, Prasenjit Bhowmick talked about his inspiration to work on ‘Engineer Momowala’.

“I always wanted to be in the IT department but my parents forced me to go into mechanical. But I started learning about things like web development and government documentation from YouTube so I could work in a real estate company. But the turning point was when I realised that if I could help a company go from a shuttered office to 8 branches in a single city in just 10 months, then why couldn’t I build a successful company of my own?”

For a Bangalore couple that went viral for reportedly earning 12 lakhs a day, ’Samosa Singh’ was about owning something of their own and possessing the desire to take it to newer heights. Transitioning from high-paying jobs and selling their apartment to build the company further must not have been the easiest of tasks, but their love and devotion towards samosas and its “reclamation of the rightful place among Indian snacks” got them where they are- a company with an annual turnover of 45 crore rupees.

People jumping on this bandwagon might also be doing so as a means of escaping the grind of a 9–5 job. With India recently becoming the most populous country (yes,that day has finally arrived and no, it’s not 2030 yet) and job seekers outnumbering quality job openings, this could offer significant respite from the dearth of employment opportunities in a highly competitive economy. This is what was experienced by Priyanka Gupta, a 25-year-old economics graduate from Bihar, who became Patna’s ‘Chaiwali’ after failing to crack bank examinations for two years. Being a student of economics myself, I would understand the need to do away with the quantitative distress the degree unfurls on you (smiles painfully), but starting a ‘tapri’ of your own is harder than it sounds.

“I went to different banks and asked for a PM Mudra Loan, but they refused. Finally, after running around for one and a half months, I borrowed 30,000 from a college friend.” – Priyanka Gupta, ‘Graduate Chaiwali’

Lastly, I wonder if the fame and existence of such ventures is short-lived. With over 50 million videos across social media, are these only for a one-time experience and places restricted to a couple of Instagram stories and reels? I wonder if we are responsible for over-popularizing them, it is after all just chai and samosa.

 

Read also: The Home Conundrum, and the Battle of Graduating – DU Beat – Delhi University’s Independent Student Newspaper

Featured Image Credits: Hindustan Times

Manvi Goel
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Education has been considered a weapon for betterment. But more than creating a “better nation” or “better future’, has it just ended up becoming a rendition of the voice of the powerful?


They said “Padhega India tabhi toh badhega India” but what if the things India is studying aren’t history, or political theory, or literature, but rather an anomaly crafted out of politics and agendas, moulded to the needs of those upper-class, upper-caste, 60-year-old men sitting in high chairs?

Education has always been the easiest, most accessible, and most influential sphere in any society. From Communist propaganda in the Soviet Union to the widespread antisemitic beliefs in Nazi Germany, education has been at the centre of it all, watching the world catch on fire while helping this fire find its stronghold in new minds.

But this isn’t just a lamentation about something plucked out from a page of some book of the past, but rather a lamentation about the present, and more importantly about the future.

In a very recent case, a PIL was filed at the Delhi High Court, explicitly seeking a removal of portions teaching the history of the Mughals from the NCERT textbooks. In the past, this trend has been observed in the cases of state boards as well, making this not just an isolated incident which can be ignored and buried. Maharashtra state board removed the history of rulers like Razia Sultan and Muhammad Bin Tughlaq, deeming such history “irrelevant” for the students, replacing the space with an elaborate history of other rulers such as Chhatrapati Shivaji. A similar case from Rajasthan led to a controversy over the rewriting of the “distorted” history in textbooks, the one of concern being that of the ‘Battle of Haldighati’. On the other hand, the suffix ‘the Great’ from Akbar’s name was removed in textbooks. Following this was the recent decision of a committee to revise the Karnataka board textbooks, including the removal of a chapter about the introduction of religions like Jainism or Buddhism from the books.

But all this exaggerated focus on schools doesn’t mean that college curriculums are safe. From the replacement of poems by Dalit writers, and the deletion of the feminist interpretation of the Ramayana as well as sections from the “Interrogating Queerness” paper in the English curriculum a few years back to the deletion of an essay on the Ramayana by A. K. Ramanujan (one considered of extreme importance in the study of history by academicians) as well as the sidelining of (you guessed it right) the Mughal history, Delhi University itself hasn’t been spared.

 

So, has this just ended up becoming a propaganda-driven education, changing with every election? Does it mean that more than inculcating representation or inclusiveness, it has just become a hollowed-out skeleton in the hands of a selected few? Maybe India’s secularism has been hidden into a corner, blindfolded, and tied up so that there are no questions.

But all of this has still ended up raising questions— Till how long can the remaking of history, be passed off under the veil of revision? If these revisions were really to correct distortions, why have their end results ended up as distortions too? 

 

Feature Image Credit: The Citizen

 

Manasvi Kadian

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