Published On : Wed, Aug 30th, 2023
By Nagpur Today Nagpur News

RTMNU incorporates BJP history in MA curriculum, Congress furious

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Nagpur: In a recent announcement, the Rashtrasant Tukadoji Maharaj Nagpur University (RTMNU) has revealed its intention to integrate the history of the Bharatiya Janata Party (BJP) into its Masters in Arts (MA) curriculum. However, the decision, involving the exclusion of content about the Communist Party’s history and its replacement with histories of regional parties, has ignited a political dispute, drawing criticism from the Opposition party Congress.

As Nagpur University’s MA students gear up for their fourth semester shortly after Diwali, they will encounter fresh subjects of study, notably including the history of the BJP and the influential Ram Janmabhoomi movement. These inclusions have received approval from the Board of Practice of the History Department at Rashtrasant Tukadoji Maharaj Nagpur University.

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The adjustments to the MA History course’s fourth semester align with revisions prompted by the National Education Policy. As part of this process, the history of the Communist Party has been replaced with histories of various regional parties. This academic recalibration comes in the wake of the university’s previous decision in 2019 to incorporate the Rashtriya Swayamsevak Sangh (RSS) into its BA syllabus, reflecting a trend of evolving syllabi.

The revamped curriculum not only delves into the evolution of the BJP post the Jana Sangh era but also dissects significant aspects of its growth, including the party’s formation and its role in providing stable governance. The course materials span pivotal movements from the years 1980 to 2000, encompassing the impactful Ram Janmabhoomi movement that resonated deeply within the Indian populace.

However, the curricular changes have provoked an angry reaction from the Congress party, which has expressed objections to the updated syllabus. The move highlights the inherent sensitivity in incorporating political histories into academic curricula, raising questions about educational objectivity and the framing of historical narratives.

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