A controversy over the depiction of an ancient artefact in Indian textbooks has ended with a reversal of a decision to excise the image. The photograph of the ‘dancing girl’, a bronze figurine from the Indus Valley Civilisation, was removed from Class 12 history textbooks by the National Council of Educational Research and Training (NCERT) in April. The decision, part of a broader revision of the curriculum, drew immediate criticism from historians and archaeologists. The council this week confirmed that the image would be restored, following what it described as a review of the response from experts and the public.
The figurine, discovered in Mohenjo-daro in 1926, dates to approximately 2500 BCE. It is regarded as one of the most significant finds from the Indus Valley Civilisation, notable for its naturalistic pose and the detail of its features. The NCERT had initially argued that the removal was part of an effort to reduce the weight of textbooks, a claim that was met with scepticism. The episode has been interpreted by many as part of a pattern of selective historical revisionism under the current government.
The British Academy, the UK’s national academy for the humanities and social sciences, issued a statement condemning the original decision. It said that the removal of the image amounted to censorship and that such actions undermined academic freedom and the study of history. The statement added that the academy was watching developments in India with concern. Other British academics, including specialists in South Asian archaeology, have echoed the criticism. The episode has reignited debate about the politicisation of education in India, particularly the teaching of ancient history.
The NCERT’s reversal has been welcomed by the opposition and by educators, but questions remain about the process by which curriculum changes are made. The council has said that it will continue to consult with experts on future revisions. The ‘dancing girl’ episode is the most prominent of several recent alterations to Indian textbooks that have prompted accusations of ideological bias. The government denies any political interference, insisting that its aim is to update and streamline educational material.
For the British academic community, the case is a test of how far they can influence educational standards abroad. Their intervention has been noted in New Delhi, where officials have expressed irritation at what they see as external interference in domestic policy. The outcome of this particular dispute may shape the terms of future debates on academic freedom and the integrity of historical education.
