Abstract

India is a diverse country. The Constitution of India has made secular education mandatory for the state. This provision of the Constitution means that any curriculum designed for schools run by the state must uphold secular ethics. The inclusion of culture education in school curricula poses some very important questions. How do we select what goes into the curriculum? How do we ascertain whether it remains inclusive of all member cultures? How do we determine the preparedness and cultural sensitivity of teachers? Most importantly, how do we address the intertwined relationship between culture and religion? This paper is a critique of the CABE Committee report that recommends the inclusion of culture education in school curricula. This critique regards the recommendations of the report through the twin lenses of established pedagogical practices and the existing socio-political scenario.