Paper Details

This research paper critically reviews the introduction of Indian Knowledge Systems (IKS) in the English language program, as a bridge between tradition and modernity. The history of English education in India has been shaped by colonialism in which English is seen as the language of power, progress and social mobility. But for modern education, besides the ability to communicate in the global standard, the ability to be culturally grounded, having a sense of ethics, and intellectual self-confidence are also needed. Indian Knowledge Systems provide a deeply rich pool of philosophical, literary, linguistic, aesthetic, ecological, medical, governmental, ethical and oral traditions. This paper proposes that fusion of IKS in English learning does not equal rejection of modernity or global English. Instead, it has to do with the use of English to comprehend, explain and share Indian knowledge practices in the present context. The study is qualitative, analytical and secondary in nature, using secondary sources, policy documents and scholarly works. It reflects the colonial history of English education, explanation of what IKS is, curriculum options, pedagogical options, advantages and problems. The authors conclude that a balanced English curriculum can create students that are globally competent and culturally and linguistically aware.

Indian Knowledge Systems, English curriculum, decolonisation, multilingual education, NEP 2020, tradition and modernity