Why historical literacy matters today

Recently, during an engaging discussion with an educator about the ‘Vande Mataram’ controversy, I asked if students today possessed historical literacy. She responded in the negative.

The difference

Studying history is different from developing historical literacy. The former focuses merely on acquiring knowledge about past events, whereas the latter equips students with the ability to evaluate sources critically, situate events within their proper context, recognise bias, and draw meaningful connections between the past and the present, ensuring that they are better prepared to participate responsibly and thoughtfully in civic life.

Ever since celebrations for the 150th anniversary of ‘Vande Mataram’ began in November 2025, the song has become the subject of widespread debate across India. Uttar Pradesh Chief Minister Yogi Adityanath’s announcement that all educational institutions in the state should sing the song, along with the recent directive from the Union Home Ministry mandating the playing of the full six-stanza version at government functions, has further intensified the discussion about the government’s motive.

In this context, it is important to examine the reasons for these directives, the historical context in which the song was written, its role during the freedom struggle, the controversy around certain stanzas, and its contemporary relevance. According to Adityanath, making the national song compulsory in schools and colleges is to “instil a sense of reverence and pride towards the nation” and strengthen India’s unity.

Opponents, however, contend that compelling non-Hindus to sing the song — particularly stanzas three to six that portray the motherland as a Hindu goddess — violates their religious freedom. Critics also refer to the 1986 Supreme Court judgment in Emmanuel vs. State of Kerala, which upheld the fundamental rights of three students who were expelled for refusing to sing the national anthem, ruling that standing silently and respectfully constitutes sufficient expression of respect. The verdict further affirmed that forcing citizens to sing violates freedom of conscience under Article 25, and freedom of speech and expression under Article 19(1)(a), as no legal provision mandates singing.

Meanwhile, several historians and educators, though not opposed to the first two stanzas, view the mandatory inclusion of all six as an attempt to make people believe that the full song was accepted by all freedom fighters. They note that only the first two stanzas were adopted by the Constituent Assembly and argue that enforcing the complete version reflects an effort to advance a Hindutva-oriented perspective.

A similar debate arose when the hymn ‘Abide with Me’ was removed from Republic Day celebrations in 2022. Although the government described the move as part of a process to “decolonise India”, critics viewed it as sidelining a song associated with Mahatma Gandhi and reshaping historical memory.

Broader concern

These controversies highlight a broader concern: patriotism cannot be instilled through coercion, but flourishes through the lived practice of equality, fraternity, and liberty. Making the singing of ‘Vande Mataram’ mandatory is unlikely to cultivate authentic pride and may heighten religious tensions. True education fosters tolerance and peaceful coexistence, upholding the Constitution’s guarantee of religious freedom and avoiding the privileging of any single faith.

The deliberate manipulation of historical narratives is a powerful form of indoctrination that seeks to control the present by reshaping the past. When history is distorted or selectively presented, it profoundly influences how individuals understand their society. In this way, control over the past becomes a means of shaping public consciousness in the present.

In response to this danger, students must be encouraged to question the narratives placed before them. Rather than accepting accounts at face value, they should learn to examine evidence carefully, challenge manufactured or selective versions of events, and critically assess the perspectives that shape historical interpretation. Without these skills, they risk becoming passive recipients of narrow or biased viewpoints that restrict their understanding of the world. This is where historical literacy becomes essential.

At a time when divisive “us versus them” narratives are constructed along ideological lines, and history is frequently reinterpreted to advance particular agendas, the need for historical literacy is urgent. It is the moral and social responsibility of educators to ensure that students are aware of the rights guaranteed to them by the Constitution. Through this commitment, we help nurture informed citizens capable of applying critical thinking to the complex issues that shape their lives and their society.

Those who have developed historical literacy understand well the meaning behind George Orwell’s statement: “Who controls the past controls the future; who controls the present controls the past.” However, whether our education system can help students develop this essential skill remains a crucial question.

The writer is an ELT resource person and education columnist. Email rayanal@yahoo.co.uk