Educational institutions are globally incorporating inclusive curricula that align with the changing educational paradigms and reflect societal and community contexts. Institutions create committees to redesign their courses; however, the question of integration and implementation on the ground remains unclear and a challenge for most (but certainly not all) institutions. In the wake of curriculum diversification in higher education in India, as envisaged in the National Education Policy 2020, there is an emphasis on promoting Indian knowledge system in the curriculum with the larger aims of decolonizing and creating an inclusive learning experience. Drawing from my experience on designing and teaching a course on Indigenous literature, this essay critically examines the development, teaching methodologies, impact and challenges associated with the course. The essay also discusses what it means to decolonize and reflects on why it is important.
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