Decolonizing Curriculum in Indian Higher Education : A Critical Examination Beyond Tokenistic Inclusion.

Over the past few years, the demand for decolonization within the field of education has gained significant momentum in the public consciousness. This demand has found particular expression through the National Education Policy, 2020 (NEP, 2020). This research paper examines the process of decolonization within India's higher education sector, arguing that it has, thus far, succeeded primarily in effecting only tokenistic gestures and epistemological shifts. Although educational policies emphasize the integration of indigenous knowledge systems, regional histories, and local epistemologies, a substantial disparity remains evident between stated objectives and actual implementation. This paper analyzes the curricular frameworks, institutional practices, and faculty perspectives in the universities across India. The study draws upon data derived from interviews and document analysis, as well as a survey designed to assess the scope and relevance of curricular inclusion. A central focus of this research is to investigate whether current curricular reforms merely perpetuate Eurocentric norms—thereby failing to induce fundamental structural changes in the architecture of knowledge—or if they genuinely succeed in integrating indigenous elements beyond a superficial level. The findings of this study are expected to illuminate the inherent tensions and conflicts that exist between globally recognized academic standards and local knowledge traditions. This, in turn, will facilitate the identification of the structural, pedagogical, and ideological impediments that hinder the actual process of decolonization. Furthermore, adopting a critical perspective, the research explores the pivotal role that educators play in fostering a socially relevant and conducive educational environment. By situating the Indian experience within the broader global discourse on epistemology, this research endeavors to foster a higher education system that is both inclusive and pluralistic. It offers policy recommendations on how to effect genuine curricular transformation—recommendations that align with the transformative vision currently underpinning educational reforms.