History Textbooks in Maharashtra: Vernacular Realities

The democratic apparatus in India needs to be understood by interweaving national analyses with detailed regional ones. History education in India pans out at multiple levels—central and state governments, school boards, and a multitude of extra-academic factors. This paper deals with a case study rooted in the Western Indian state of Maharashtra. It shows that history education in Maharashtra has become increasingly difficult over the last couple of decades. The textbook quality has taken a downturn, political appointments of authors have multiplied, vacillating policies have become the norm, and teachers are under constant digital surveillance and encumbered with nonacademic tasks. “And yet, it moves,” as a handful of students and teachers voice their dissent in novel ways.