- 6 hours ago
The big talking point of this episode of Democratic Newsroom is NCERT's decision to introduce a section on the Emergency years in the Class 9 social science textbook, which has sparked a political debate.
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00:00Hello and welcome, good evening. You're joining us for another edition of Democratic Newsroom.
00:04I'm Akshita Nantagopal. I'm joined by all of my colleagues as always here in the newsroom
00:09to discuss the big talking point of the week. This week as we mark the 51st year since the
00:15emergency, we're talking about the inclusion of a chapter on the emergency in class 9 books.
00:22The question that's being asked is about the timing and whether the BJP has done it as a
00:27move of indication or the need for the next gen to know about what happened during the
00:32emergency. That's what we're going to be talking about in this edition of Democratic Newsroom.
00:36I've got the regulars with me. Rajdeep Sadeh Sai teleported from Mumbai. So joining us via
00:41teleportation here in our Noida newsroom. We've got Gaurav Savant and Pooja Shali. So besides the
00:46regulars, we've also got Kamlesh Singh, our news director with us, joining us in this Democratic
00:51Newsroom edition and group editorial director of publishing Raj Chengapai as well. So welcome
00:55all of you. I hope the next 20 minutes is not going to be chaotic, is not too loud and
01:00I don't have to use this. Rajdeep, I'll begin with you. What do you think of the inclusion
01:05of an emergency chapter in the class 9 textbook by the NCRT?
01:10I see absolutely no problem. What's the problem if the emergency which was seen as a dark chapter
01:16in India's contemporary history is included? Absolutely no problem with that. But, and I always
01:21have a but as you know, we should also then include what I believe was another dark chapter
01:266th December 1992. You cannot call 6th December Shauria Divas, which was deemed by the Supreme
01:33Court as a criminal act, extol those who are responsible, celebrate those who are responsible
01:39for 6th December 1992 and say we are going to have a full chapter on the emergency. Emergency
01:43was a dark moment in India's democracy. Indira Gandhi's role and of those around her must
01:51be told to this generation. We should also tell the successes of Indira Gandhi in 1971
01:55and we should tell what happened in 1992 and followed that. You can't have a selective interpretation
02:01of history. You can't cherry pick. You can't have what Gaurav Samant wants and what Rajdeep
02:05Sardis, I may not want. That cannot be done. Please give an objective view of history.
02:11Is that what's happening? What else? Why 6th December 1992 and what happened after that
02:15not to be taught to those 9th standard students? The fact is that every defining moment of the
02:23last 50 years that substantially changed this country should be taught to the students. History
02:29cannot be written only by those in power to suit their purposes. That is not history
02:35then. That is politics and propaganda. That's not what 9th standard students know. How many
02:40of you out there are willing to also accept that there should be a chapter on 6th December
02:441992 and what followed? Described by the Supreme Court as a criminal act.
02:49No, you have asked a question. You have asked that question. Let's get Gaurav to respond.
02:54Since he took your name, Gaurav. So, my point is, whichever is the government in
02:59power will include chapters that the government wants in history books. For example, we have
03:05learnt in our history books, Akbar Mahan tha. And we have learnt about a lot of our history
03:11is only Mughal history. You know, that may be okay with Rajdeep. But then we have other history
03:18too that needs to be taught. We have other contemporary issues that need to be taught.
03:22Why are you going back to the Mughals? We are talking about 9th standard book on politics.
03:26Sure. It's not a book on history. It's a book on politics. Gaurav, get your facts right.
03:30So, you have books on history. You have books on civics. You have books on politics.
03:35Whether you will only teach Babri Masjid ka dhacha, you know, structure being demolished
03:40or whether you will, you know, talk about other temples that were demolished.
03:44You can talk about it. You can talk about it. No, no.
04:00You can talk about it. No, no.
04:14If you want to be included in books, would you want the kind of emergency that we saw
04:17in Bengal also to be introduced in textbooks, for example?
04:22Would you want that to be included in textbooks of Bengal?
04:25Please. Please.
04:25So, you know, it is a subject that people in…
04:28It is include whatever gave an objective view of history.
04:29Now, you see, the problem is…
04:31Oh, sir. Now, you were talking about politics.
04:32When I talk about politics, you want to go into history.
04:35No, no, no. I am okay with that also.
04:37I am okay with that also, Rajdeep.
04:39Okay.
04:39Because this country has seen a lot and a lot needs to be taught.
04:43That's the problem.
04:45Do you want to answer him particularly on that?
04:47Sure.
04:47He is constantly saying shoryodivas.
04:49Sure.
04:49That is the problem.
04:50What is your response to that?
04:51I am okay with it. I have nothing to do with it.
04:54Anything that needs to be taught, needs to be taught in a dispassionate manner.
04:57Of course, teach that. Why am I… Why should you not teach that?
05:00Of course, teach that.
05:01But also teach why was there a masjid in that place in the first place?
05:06Also, teach that…
05:06Also, other temples that have been overtaken…
05:09Also, teach about other temples that have been destroyed in this country.
05:12But do teach that also, no?
05:14That we have had temples that have been destroyed in this country.
05:16And that even after 70 and 80 years of independence,
05:19you are still struggling in courts of law to get back to the Shri Krishna Jan Bhoomi.
05:24It's a book on politics.
05:25We still want the Shri Krishna Jan Bhoomi temple there.
05:28You must get your facts right.
05:29Why is there a mosque there at the Shri Krishna Jan Bhoomi?
05:31Would you want to teach that?
05:33That there was a farman of Aurangzeb in 1669
05:35that talked about destroying the temple there?
05:40That you will not teach.
05:41Because that is where you want to teach Aurangzeb mahan tha, Akbar mahan tha.
05:46If you want to teach that, you cannot cherry pick history either, Rajdeep Sardesai.
05:51Also, Akshita, here, emergency and the Bhabari Maljad issue are very different.
05:55Emergency happened with the kind of word that we often use,
05:59mass censorship, mass sterilizations led by the government of the day,
06:02led for at least two years.
06:04It's very different when we talk of, let's say, one incident.
06:07Something that impacted the whole country in person.
06:10One lakh activists were detained.
06:12There were, in fact, according to the Shah commission,
06:1435,000 people detained without trial for years.
06:18Articles of freedom of speech were taken away from the citizens.
06:22I'm surprised this was not taught in detail all these years.
06:25This should have been in detail, full chapters,
06:28for as long as we remember how and why is it being included now is surprising me even more.
06:33What do you think, Kamlesh?
06:34Do you think education has been politicized far too often?
06:37I think I am for the chapter in the PRT books,
06:40but not for the reasons that Rajdeep or Gaurav are talking about.
06:45See, we have to see how it has been included.
06:48It is not about the Congress's atrocities against the opposition.
06:52Correct.
06:52The chapter is about civic resilience.
06:55That democracy has to weather some stress and there are things that come in.
06:59It's not about a crime that, you know, there were riots or there was a demolition of a mosque.
07:04It's about…
07:05This is in the chapter where they discuss democracy
07:08and the pressures that democracy suffers in its life.
07:13So, in that sense, it's fine because that is…
07:15See, we celebrate the Republic.
07:17Okay.
07:18But then we have to acknowledge that Republic was suspended for some time.
07:22This is part of…
07:22This is not…
07:23This is not about history.
07:24This is about politics.
07:25And this we must teach our children that this happened.
07:29But does it…
07:29Is it…
07:29Is it selective?
07:31Which is what Rajdeep is suggesting.
07:33And it's selective.
07:33What is the other event…
07:34What is the other event in our democracy that you want to include?
07:38Please move.
07:38Rajdeep wants to include demolition of the Babri structure.
07:41But that's not about politics.
07:43That's…
07:43That's a larger…
07:43Who says it's not about politics?
07:45Kamla Singh?
07:46It's not about…
07:46December 6th is not about politics.
07:48No.
07:49I mean, which world are you living in, Mr. Kamla Singh?
07:51Mr. Sardesai, please understand when I say politics.
07:54Politics as a subject.
07:55Not politics as a profession or politics that happens in this country.
07:58It is…
07:58You…
07:59In a country where…
08:00In a country where you have to cover the dancing girl for the ninth class children,
08:06you want to uncover things?
08:09It's a very brief description of the emergency and in a very positive sense that the people
08:15can learn from it.
08:17This is about the stress that democracy suffers, not about party politics.
08:22I am not talking about party politics here.
08:25Babri Masjid may be about politics, but that is about party politics.
08:28It was an anti-constitutional day.
08:31It was against the fundamental principles of the constitution.
08:34That's what you…
08:35I am not seeing it in party politics at all.
08:38And look at the damage.
08:39I heard Pooja Shali speaking about those arrested.
08:42Look at the thousands who died after December 6th, 1992.
08:45Should people not know?
08:46Is the idea of harmony not intrinsic to the constitution and the constitutional republic?
08:52Of course…
08:52That is very important.
08:54That is what the chapter says.
08:55Please go to the chapter.
08:57And you must teach what Daud Ibrahim Kaskar did in 1993.
09:02The Mumbai blast in which 267 people were massacred.
09:05Of course it should be 267.
09:07Of course it should be 267.
09:07Or 267 Mumbai terror attacks.
09:10You must teach that.
09:11Okay.
09:12Raj Shankar has been waiting very patiently.
09:14You know how it goes in the democratic newsroom.
09:17So thank you for waiting.
09:17Raj, go ahead.
09:18Your comments.
09:19Well, I think along with Rajdeep I must be someone who actually witnessed the emergency.
09:24And therefore it must be.
09:26It was the gravest violation of the constitution since independence and continues to be that.
09:31And definitely has to be taught.
09:32There is no doubt about that.
09:33You could question the timing.
09:35Was it appropriate?
09:36Those are questions you could ask.
09:37But without doubt we should continue to do it.
09:41And at whatever time in its right perspective as Kamlesh was saying if it is about resilience.
09:47The fact that we can have a coup which is a constitutional coup without violence and change so much.
09:53And do so much during that period to throttle all our freedoms.
09:57So I think that is very important.
09:59But I am all for more history.
10:02Not less history.
10:03Not selective history.
10:04Not weaponized history.
10:05Do you think that is happening?
10:06Of course we can see what is happening.
10:08How sensitive it has been.
10:09We have had the recent case where we had a chapter included of the judiciary.
10:13Where they talked of certain general points that were there in terms of corruption.
10:18In terms of pending cases.
10:20And there was a huge objection that happened from the judiciary.
10:22So we will always have difficulties I think.
10:24When we try and bring history into textbooks and present them.
10:29There will always be controversies of it.
10:30But as I said the larger point is we must go.
10:33History must be as honest as you can get to be.
10:37And debate all sides.
10:38So that the young generation that is reading it.
10:40You and I that have read history.
10:42I believe a lot of history has been selective in the past.
10:46A projection of that history.
10:47Some of that has to be righted.
10:48At some point.
10:49But get academicians.
10:51Get people across the spectrum.
10:53And present it.
10:54I think so far.
10:55But ultimately what Rajdeep has been suggesting here.
10:57Why he speaks of 1992 and says that should be covered.
11:00The larger message here is that the lessons, the books, Gaurav, are selective.
11:05Do you concede that?
11:06That it is selective teaching right now to students?
11:09You know there is an old African proverb that says until the lion learns how to write.
11:14The hunter will always write the story of victory.
11:17And the hunter will always win.
11:19So whoever wins will write history.
11:22You know we learnt history in a certain way.
11:25When we were growing up.
11:26It's only much later that we learnt that there is an alternate history.
11:30Or facts that were available on ground.
11:32Which were not even put in our textbooks.
11:34So we've learnt selective history.
11:37We've learnt selective politics.
11:39Now it is being righted.
11:40As Raj says the more.
11:42The merrier.
11:43I completely agree with Kamlesh when Kamlesh says that resilience of a democracy has to be taught.
11:51Does that resilience have to become.
11:52You know.
11:53Agar yeh padhaare ho.
11:55Toh yeh bhi padhao.
11:56You know.
11:56If the prime minister is going to Kashi Vishwanath.
11:59Let him also go to Gyanwapi.
12:00That's not the way it's done.
12:02That's a rabbit hole that we can't afford to go into.
12:04Absolutely.
12:04So if you include religious riots or incidents.
12:07Then 1984, 1989.
12:09It will be an endless series of just riots in our books.
12:13If you include that in politics.
12:14So we don't touch upon that.
12:16No.
12:16Touch it at a later scale.
12:17By the way they were removed.
12:18NCRT removed some chapters about 1984, about 2002.
12:22There I would go with Rajdeep.
12:24That whatever events have happened.
12:27You can present them in a manner.
12:29In whatever way you think is appropriate.
12:32You know.
12:33Precise or whatever length you want to think it.
12:35But I don't think we should ignore any of those events.
12:38Sure.
12:38There are things that we should learn across.
12:41Whether it is communal riots.
12:42Yes.
12:43There have been plenty.
12:43The way it's presented.
12:45You know.
12:46Violations of freedom across the spectrum.
12:48Even today.
12:49We should be looking at contemporary history.
12:51Where there are a lot of issues that we face.
12:53Oh absolutely.
12:54This chapter includes these.
12:57It does address the present day concerns.
13:00Like fake news and misinformation.
13:02Poverty.
13:03Regional divisions.
13:05Excellent.
13:05Social exclusion.
13:06Gender disparities.
13:08This is all.
13:08This has to be seen in the context.
13:10I have a bigger question.
13:11We are talking about selective books here.
13:14Why is it that for so long.
13:16That history chapter.
13:18Or the social science syllabus in class 9.
13:20Did not have emergency.
13:21How selective is that?
13:23Actually there was.
13:24There are references.
13:25No.
13:25I think 12th standard in 2007.
13:27Rajdeep, go ahead.
13:28That's not true.
13:28Please do not mislead the audiences again.
13:31Emergency has been written about.
13:33It was there I think in the 12th standard.
13:35Which class is not the question.
13:37Emergency has been written about.
13:40Emergency has been written about.
13:40Emergency has been spoken about.
13:41That's correct.
13:41The problem is.
13:42Now you will get.
13:43Now you will get.
13:44Now you will get.
13:44One group of academicians.
13:46Aligned to the government.
13:47To write about the emergency.
13:48And we know what they will write.
13:49But what side is there to emergency.
13:52Apart from what happened.
13:53What will they write about emergency.
13:54Let me finish.
13:55Let him finish.
13:57Let him finish.
14:11There should be a chapter in my view.
14:13Of the seminal events.
14:14Between 1947 and 2026.
14:18That have defined this republic.
14:19Nothing wrong in it.
14:20It's not about Congress, BJP or partisanship.
14:23Get the best historians.
14:25Don't get boys.
14:26Don't get jobs for your boys.
14:28Give them.
14:29You know badly written history.
14:31Is even worse than selective history.
14:33But this is not history.
14:34History books are so badly and poorly written.
14:37You have to be very clear about this.
14:37No.
14:38Because you said you want inclusion of 1992.
14:41It's only now you say you want inclusion of.
14:43Either Nelly massacre.
14:44Or you want inclusion of 1984.
14:46Let there be inclusion of everything Rajdeep.
14:49Because then it is not selective.
14:51What have I said?
14:52No.
14:52Initially you only said 1992.
14:53But write it well.
14:54Write it well and objectively.
14:56Write it well and objectively.
14:58That is the key.
14:59Instead of focusing on that aspect.
15:02We will cherry pick what suits our politics.
15:05That's the problem that I have.
15:06Wasn't that happening since 1947.
15:09Please understand that this government celebrates the.
15:11This marks the emergency day as samvidan hatya divas.
15:15When you have this going on and then you have a chapter relating.
15:18Hinting at that.
15:19Then you are clearly playing politics.
15:22That I agree with.
15:22Because.
15:23You are just sensitizing future generations.
15:25Beware.
15:25This is partisan.
15:26This is like char sheet.
15:28So.
15:29This.
15:30The sensible parts of history.
15:31That are difficult to handle.
15:32Should not be in the schools actually.
15:34What do you mean?
15:35These are part of political science.
15:37When you grow up.
15:38And you.
15:38You know.
15:39Go to a college.
15:40Then you might study.
15:41But you don't need to teach children about riots.
15:43So.
15:44I may disagree.
15:45Because I would think.
15:46It should be the DNA.
15:47But we live in a world with.
15:48You know.
15:49Insta.
15:49With a lot of.
15:50When they get their information.
15:52They are free to get their disinformation from somewhere else.
15:55So.
15:56The textbooks must tell them the real thing.
15:58The textbook must.
15:59You see.
15:59Democracy.
16:00Is in our DNA.
16:02And it has to be instilled in.
16:03In future generations.
16:04So that future generations also know.
16:06If you are not careful about democracy.
16:08What could.
16:10Leaders.
16:10When they impose emergency.
16:11What could they do?
16:12The kind of digital age.
16:13Our children live in.
16:14They would rather have a textbook.
16:16That they can also depend on.
16:17Knowing it's come from academics.
16:19And it's come from.
16:20A certain level of authority.
16:22Otherwise.
16:22They will believe.
16:23But there are examinations after that.
16:24How many things do you want.
16:25The children to mug up.
16:26Just to the question.
16:28That Rajdeep also put up.
16:29Rajdeep ultimately.
16:30What will also be raised is.
16:31Look.
16:31You're saying that.
16:33Issues are cherry picked.
16:34For students.
16:35The topics.
16:36The academicians.
16:37Who write these are cherry picked.
16:38Is this something new?
16:40Haven't we seen this before as well?
16:42Hasn't this unfortunately.
16:43Been what's been practiced for decades now.
16:45Even when the governments were different.
16:46When parties were.
16:46When different parties were in power.
16:50Absolutely right.
16:51But that.
16:52That is not a reason.
16:53That's a bad argument to say.
16:54Don't try and correct the wrongs of the past.
16:56I'm saying.
16:57Use this opportunity.
16:59You.
16:59You claim you are a party with a difference.
17:01You claim you are a government with a difference.
17:04Then show it to me.
17:05By ensuring that all the distortion.
17:07That you claimed existed in the past.
17:09Please correct them.
17:10Yes.
17:10Every government in power.
17:11Has chosen to write history.
17:13In the way.
17:14That suits their political agenda.
17:15Once you start doing that.
17:17Then you are being unfair to those students.
17:19And you are being unfair.
17:20To the idea of 9th standard students.
17:23Being part of your wider political propaganda.
17:26That's my point.
17:26How is emergency part of wider propaganda?
17:29I am sorry.
17:30How is emergency teaching emergency.
17:32To a class 9 student.
17:33Part of a wider propaganda.
17:35It is teaching facts.
17:36Emergency happened.
17:37If you use.
17:38If you only focus on emergency.
17:41And do not explain the other anti-constitutional elements.
17:44In our democracy.
17:45Then you are being unfair in my view.
17:46But this is not about anti-constitutional events.
17:49In our history.
17:51It is about democracy only.
17:53And resilience of democracy.
17:54When you talk of democracy.
17:55Then what else can fit in that chapter.
17:56But emergency.
17:57Emergency is a one of its kind event in our history.
18:01One of its kind.
18:02While the other events that you are mentioning.
18:04Are many.
18:06In scores.
18:07If not hundreds.
18:08So.
18:09Emergency.
18:10Including emergency as a.
18:12As.
18:12And also emergency.
18:14Has to be studied in detail.
18:15Because it is telling us.
18:16By part of how.
18:17Every institution broke down.
18:20Whether it was judiciary.
18:21Whether it was the government of the day.
18:22Whether it was.
18:24About activism.
18:25There were every institution.
18:27You could not go to court.
18:28To.
18:28For a redressal.
18:29So what were citizens left with.
18:31Mass sterilization.
18:32When have we ever heard.
18:33As you study that well.
18:34You will not know.
18:35And possibly repeat it.
18:36What is happening now.
18:37Without announcing.
18:37I think the question will be.
18:38Rajdeep.
18:39How do you color an emergency.
18:40What you are suggesting.
18:41About cherry picking.
18:42The academicians.
18:43Who write on emergency.
18:44Is there any other way.
18:45To write about emergency.
18:46Than how we know of it.
18:55Rajdeep.
18:56Can you hear me.
18:59I don't think he is.
19:01Connected with us.
19:01We are going to come back.
19:02To Rajdeep.
19:03But that question also.
19:04To you Gaurav.
19:05About.
19:05Whether.
19:06You know.
19:06You can actually.
19:07Cherry pick details.
19:08When it comes to.
19:09An event like emergency.
19:11There is no other way.
19:11To look at it.
19:12Based on what we know.
19:13Is what we know.
19:14Suk.
19:15If you don't learn from history.
19:16You are condemned to repeat it.
19:18So you must learn from history.
19:19So that nobody else.
19:20Can impose emergency.
19:22In future.
19:22There are red flags.
19:23That must go up.
19:24Because there are many.
19:25Who may say.
19:26Who may say.
19:27That there is emergency.
19:29And there is undeclared emergency.
19:30Look at what is happening.
19:32Right now.
19:33In the name of.
19:34Freedom of expression.
19:35You have so much.
19:36Half truth.
19:37And absolute lies.
19:38Being peddled.
19:39In our society.
19:41If I could just.
19:41Take you back to.
19:432020.
19:43Anti CA rights.
19:45When you had.
19:45Anti CA rights.
19:47In the name of.
19:47Freedom of expression.
19:48You had people.
19:49Who were saying.
19:50Muslims.
19:51Are going to lose.
19:51Their voting rights.
19:52What did CA have to do.
19:53With Muslims.
19:54And their.
19:54Indian Muslims.
19:55And their voting rights.
19:56Absolutely nothing.
19:57But.
19:57Even that.
19:58Was peddled.
19:59In our country.
19:59All those.
20:00Shaheen Baghdadis.
20:01Who should have.
20:01Actually been.
20:02You know.
20:03Sunning themselves.
20:03In the sun.
20:05And relaxing.
20:06Or maybe going for.
20:07Ziyarat.
20:07They were sitting.
20:08And blocking roads.
20:09Why should you have that.
20:10In our society.
20:11Today.
20:11I failed to understand.
20:12Gaurav has a point.
20:14Unless.
20:14You.
20:15Really understand.
20:16What happened.
20:16In emergency.
20:17How will you know.
20:18That today's.
20:19Is undeclared.
20:21No.
20:27In the sense.
20:28If there are events.
20:28That are there.
20:29Just because.
20:29It's uncomfortable.
20:30Through the current.
20:31Dispensation.
20:32That should not be.
20:34Ignored.
20:34Yeah.
20:34You must.
20:36On all of them.
20:37Record each of them.
20:38Laws.
20:39And therefore.
20:40What you pointed out.
20:40Now.
20:41The timing of this.
20:42Could have been better.
20:44Right.
20:44But you are.
20:44On the day that emergency.
20:46Was imposed.
20:47You are then.
20:48It's politically.
20:48It's politically.
20:49Right.
20:50So.
20:50As I said earlier.
20:51You can question that political timing.
20:53The fact that emergency.
20:54It was.
20:55Was bad.
20:56It should never have happened.
20:57And we should learn from it.
20:58Everybody agrees on it.
20:59But there are so many other events.
21:01That's happening across the country.
21:02Which people need to know.
21:04Across the spectrum.
21:04I am not necessarily saying.
21:05Just about violence.
21:07Or riots.
21:08Just about 1992.
21:09There are gender issues.
21:10That we need to know about.
21:11You can't excise that.
21:12Suspension of human rights.
21:14Yeah.
21:14Wherever.
21:15You look at anything.
21:16History unfortunately.
21:18Not just in this regime.
21:19Not just in any other regime.
21:21All the weaponization of history.
21:22As we have seen.
21:23That has happened across the spectrum.
21:24And even history itself.
21:26Who wrote all that history in the past.
21:29People who favored the king.
21:31Absolutely.
21:32How do we interpret that history.
21:33So I think.
21:33A lot of objective.
21:35Yeah.
21:36Review of history.
21:37Should happen.
21:38So we get the whole perspective.
21:39Not just at a particular time.
21:41Last few minutes.
21:41Rajdeep is back with us.
21:42Rajdeep go ahead.
21:45Now look.
21:46There are even.
21:46You know.
21:46We are now focusing.
21:48It's become emergency versus riots.
21:49But look at the other things.
21:50That have happened in this country.
21:52Environment for example.
21:53The history of the environment.
21:54And the history of the environmental movement.
21:56To my mind.
21:57That is equally.
21:58An area which.
21:59Which students should be taught about.
22:01You know.
22:01The fact about.
22:02Movements like Chipko.
22:03There are so many.
22:05Other aspects also.
22:06We are so tied up.
22:07You see.
22:08The problem is.
22:08We are so tied up.
22:10In the polarization.
22:11That has taken place.
22:11In our politics.
22:12That we have no time.
22:14Actually.
22:14To even teach.
22:15These other aspects.
22:16The subaltern studies.
22:17That have taken place.
22:18I am not saying.
22:19For 9th standard students.
22:20But in general.
22:20There are so many.
22:21Varied aspects.
22:22Across this great country of ours.
22:24Teach the students.
22:25Have the best to write.
22:27For God's sake.
22:28Don't get Noida journalists.
22:29To write it.
22:30That's all I am saying.
22:31Noida journalists.
22:32Can't write the history.
22:33Of this country.
22:49Noida journalists.
22:50Are like.
22:50They clearly are not.
22:51Real journalists.
22:52You know.
22:52Even though.
22:53They may have been.
22:54Platformed by many.
22:55Let's be very clear.
22:56Let's be very clear.
22:58Next time.
22:58Instead of teleporting.
22:59You should send him.
23:00In a time machine.
23:01To the 16th century.
23:02He is the only person.
23:03He is the only person.
23:05Here alive.
23:06Who was also alive.
23:07When Aurangzeb was around.
23:08He is the only person.
23:09In this room.
23:10Who was alive.
23:10When Aurangzeb was around.
23:11He seems to only know.
23:12About Aurangzeb.
23:13No.
23:15I also know.
23:16About the.
23:17Mafia culture.
23:17That was existing.
23:18In Bengal.
23:19Which was not written.
23:20About Rajdeep.
23:21And not written.
23:21About at all.
23:22Every state has culture.
23:23We can write about.
23:25The culture.
23:25Of different states.
23:26The rape of women.
23:27That was happening.
23:28That was not written.
23:28We all need to go back soon.
23:30That's fine.
23:32Final comments.
23:33The Kathmani culture.
23:34That needs to be taught.
23:35That also needs to be taught.
23:36A certain review.
23:37Of our books.
23:38Are important.
23:39Because it happens anyway.
23:40Syllabus are changed.
23:41They are improvised.
23:42And this time.
23:43This government.
23:44Has done it.
23:45In many other issues.
23:45For example.
23:46Mughal history.
23:47Or history.
23:48For example.
23:48Of cholas.
23:49As it was said.
23:50It isn't mentioned.
23:51As in details.
23:51As the Mughal history.
23:52No.
23:52We were taught cholas.
23:53Another wrong point.
23:55We were taught cholas.
23:56We were taught cholas.
23:59We were taught cholas.
24:07Yes sir.
24:09We were taught cholas.
24:12We were taught cholas.
24:16Chalukyas.
24:17Rashtrakutas.
24:18Okay.
24:18Rajdeep.
24:19I would have given you a closing comment.
24:20If you were here in Noida.
24:21Cholas please.
24:24We will leave it at that.
24:25Thank you very much.
24:26Thank you very much.
24:26For joining us.
24:27In this edition of Democratic Newsroom.
24:28We will leave it to you the viewer.
24:30To decide really.
24:31On this particular move.
24:32Of the government.
24:33Of ensuring.
24:34That now in class 9 books.
24:35They will read about the emergency.
24:37We will leave it to you.
24:37To decide.
24:37Thanks for tuning.
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