It is a known fact that Nagaland has a long and complex history rooted in the Naga people’s struggle for self-determination and political aspiration, predating India’s independence. The ongoing peace talks between the Naga political groups and the Government of India are a testament to the enduring aspirations of the Naga people. However, a new and concerning challenge has emerged within the education system in Nagaland where ideologically biased teachers are using their positions to indoctrinate young Naga students with one-dimensional monolithic ‘India’ ideologies, without acknowledging the country’s diversity or the existence of differing viewpoints, potentially ignoring or marginalizing the varied cultural, ethnic, and political identities within India, including those of regions like Nagaland. Such indoctrination not only distorts the students’ understanding of history but threatens the identity and future of the Naga people.
Education is meant to empower students with the ability to think critically and question the world around them. Unfortunately, when educators introduce and impose biased perspectives, they undermine this very purpose. In Nagaland, the presence of such ideologically biased teachers create a troubling environment where young Naga minds are being shaped not by their own history or identity, but by narratives that deny or downplay the Naga people’s aspirations. This issue extends into the broader realm of academia, where such indoctrination influences not just classroom learning but the academic discourse and research that shape students’ understanding of their world.
The imposition of such ideologies in schools and colleges in Nagaland has the potential to deeply affect the cultural and political awareness of the Naga youth. These students, many of whom may not yet fully understand the intricacies of their own people’s historical struggle, are instead being fed ideas that glorify the ‘nation state’ and marginalize the legitimate aspirations of the Naga people. This brainwashing risks creating a generation that is disconnected from its own heritage, leaving them unable to fully grasp the significance of the ongoing political talks and their place in that process.
While negotiations and peace talks continue, it is crucial that young Naga students are educated about their history, their rights, and the complexities of the situation they inherit. Teachers who push a singular, nationalist chauvinistic narrative distort the very nature of this political dialogue and prevent students from critically engaging with it. This compromises not only the education system but the future of Naga peoplehood as a whole.
The issue of teachers indoctrinating Naga students is not just an educational problem; it is a political one. It threatens to erase the voices of Naga people from within their own homeland. It is essential for educators in Nagaland to respect the unique political and cultural context of the state and to encourage students to explore and understand their history from all angles.
Teachers in Nagaland, particularly in privately run institutions, must be one that promotes critical thinking, cultural pride, and the ‘uniqueness’ of the Naga political situation. The future of the Naga people depends on it.