Corresponding Author's : Aakriti Kohli

Abstract :

The National Education Policy (NEP) 2020 envisions among other things, an education system that is firmly rooted in Indian values and culture, offering quality and accessible education to all, thereby producing India as an equitable and vibrant knowledge society. Consequently, this paper deals with the NEP and the incorporation of Indian Knowledge Systems (IKS) in the course curriculum, specifically with reference to, and using University of Delhi as a case study. In the specific context of social sciences and humanities, Western liberal thought has dominated the field, including its power in institutions, its presence in syllabi, pedagogical practices, and philosophical traditions, among others. Hence Indian theoretical and philosophical approaches and traditional sources of knowledge have been deliberately sidelined, termed as unscientific and often denigrated and marginalized. This discourse has produced impregnable walls between the two, classifying them as two separate categories of knowledge systems. However, as we have seen with the NEP2020 and the inclusion of IKS, it is possible for traditional and indigenous knowledge systems to contest the ideological and epistemological oppression of Western schools of thought. Not by dismantling the other, but perhaps by conflating the two as part of India's plural knowledge system instead.

Keywords :

NEP, Indigenous knowledge, decolonizing, pedagogy, Indian knowledge system

Article Details

Unique Paper ID: 1101

Publication Volume & Issue: VOLUME 4 , ISSUE 1

Page(s): 33-40

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