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| Autor/in | Nair, Deepa |
|---|---|
| Titel | Contending "historical" identities in India. |
| Quelle | In: Journal of educational media, memory, and society, 1 (2009) 1, S. 145-164Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 2041-6938; 2041-6946 |
| DOI | 10.3167/jemms.2009.010109 |
| Schlagwörter | Konflikt; Geschichtsunterricht; Indien; Konflikt; Schulbuch; Schulbuch; Geschichtsunterricht; Indien |
| Abstract | The controversy over rewriting history textbooks in India in 2000 not only revealed the divergent renditions of collective memory but also evoked decades of contention over self-representation and cultural identity. This article explores these "multiple" renderings of a "singular" past and contends the formation of "historical identities" by arguing that divergent use of reason and interpretation leads to a layered and uid Indian identity leaving it open for contestation. By situating the case of the Mughal ruler Aurangzeb within the milieu from which textbook controversies emanate, the article suggests an alternative dimension for looking at the controversy-instead of the usual binary concept of "secular" versus "communal" history. At the root of the controversy is not merely politicization but also divergent perspectives of looking at the past and the resultant rethinking and reworking of dominant notions of it. (Orig.). |
| Erfasst von | Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI), Braunschweig |
| Update | 2010/4 |
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