Removal of these courses would undermine critical thinking and geopolitical understanding, compromising academic integrity, say faculty members
NEW DELHI — Postgraduate students in political science at Delhi University will soon see an altogether scrapping or revamping of elective courses if the Standing Committee on Academic Matters of the institution has its way.
The committee’s proposal has stirred controversy, with academics raising concerns about academic freedom and political interference.
At its meeting on Tuesday, the committee proposed to alter some courses, including ‘Pakistan and the World’, ‘China’s Role in the Contemporary World’, ‘Islam and International Relations’, ‘Pakistan: State and Society’, and ‘Religious Nationalism and Political Violence’.
The ‘Pakistan and the World’ course provides an in-depth analysis of Pakistan’s history, politics, and international relations, while ‘China’s Role in the Contemporary World’ explores China’s growing influence in global politics and economics.
The course on ‘Islam and International Relations’ examines the complex relationships between Islam and global politics and ‘Pakistan: State and Society’ delves into Pakistan’s internal dynamics and societal structures.
‘Religious Nationalism and Political Violence’ course analyses the intersection of religion and politics.
Academics argue that removing these courses would undermine critical thinking and geopolitical understanding, compromising academic integrity. Dr Monami Sinha, a committee member, emphasised the importance of studying Pakistan and China, given their strategic significance to India.
She cautioned that the removal of these courses risks “compromising the academic integrity and critical thinking that higher education should promote.”
Emphasising that understanding Pakistan and China is essential given their strategic importance to India, and that eliminating such content could weaken students’ global awareness.
The proposal follows Vice Chancellor Yogesh Singh’s call to remove content perceived as glorifying Pakistan, particularly after the April 22 terror attack in Jammu and Kashmir’s Pahalgam. Critics argue that this move reflects a broader trend of Islamophobia and anti-Pakistan sentiments in educational institutions.
Dr Sinha further argues that “ignoring these geopolitical realities would be academically short-sighted.”
Echoing her sentiments, Abha Dev, Secretary of the Democratic Teachers’ Front, maintains that “Academic autonomy of departments stands eroded. The dumbing down of courses based on belief systems rather than pedagogical principles is deeply worrying.”
Mithuraaj Dhusiya, another elected Academic Council member, questioned the scope of the standing committee’s authority. “While the committee can advise, it cannot unilaterally dictate course content. Universities must encourage critical debate, not shy away from politically sensitive topics,” he said.
Attempts by Clarion India to get an official response from the university administration did not materialise, but sources in the university said the affected departments will now begin redrafting the syllabi, subject to formal approval from the institution.
Since the Narendra Modi-led BJP government at the Centre in 2014, Delhi University has significantly altered its syllabus in various undergraduate courses, particularly in history and sociology. The university argues that these changes are part of the institution’s alignment with the National Education Policy 2020. These changes include the removal of certain topics and the introduction of new perspectives, sparking debate among faculty and students.
The changes include the removal of ‘Brahmanisation’ and replacing it with “Vaishnava, Shiva, and Shakta”.
Likewise, a paper on inequality, previously covering Varna, Jati, class, and gender, is undergoing review. The changes also envisage the incorporation of matriarchal perspectives into units that previously focused on patriarchy.
Other significant changes under consideration are to remove figures like Karl Marx and Thomas Malthus from the sociology syllabus, and the inclusion of the Mahabharata and Bhagavad Gita to understand the “psychology of peace”.
Some faculty members have expressed concern that the changes are driven by external pressures, potentially compromising academic integrity.
The controversy highlights ongoing debates about academic freedom, curriculum autonomy, and the role of ideology in education.
