The Indian National Congress on Friday alleged that the ongoing revision of school textbooks was an “RSS-driven exercise full of mischief,” intensifying its attack on the Centre amid the controversy surrounding the National Council of Educational Research and Training (NCERT). The party accused the government of attempting to reshape academic content to align with ideological preferences.

Congress leaders claimed that recent changes in NCERT textbooks reflect what they described as a systematic effort influenced by the Rashtriya Swayamsevak Sangh (RSS). They argued that curriculum revisions should be guided by academic rigor and institutional consultation rather than political considerations. The remarks come amid a broader debate over deletions, modifications and restructuring of content across subjects including history, political science and sociology.

The controversy gained traction after reports of revised content in school textbooks, with critics alleging omissions of key historical events and reinterpretation of certain political developments. The Congress contended that education policy must uphold constitutional values and pluralistic perspectives, cautioning against what it termed “selective rewriting” of history. Party spokespersons said such changes could affect how future generations understand India’s democratic evolution.

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The Centre and NCERT officials, however, have maintained that the revisions are part of a periodic rationalisation process aimed at reducing academic burden and updating content. They have asserted that expert committees were involved in reviewing material and that changes were made in accordance with established procedures. The government has rejected allegations of ideological interference.

The textbook row has once again brought education policy into the political spotlight, reflecting deep divisions over how history and civics should be taught in schools. As debates continue between the ruling establishment and opposition parties, the issue is likely to remain a flashpoint in discussions about academic autonomy, curriculum design and the role of ideology in public education.

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