When I make presentations about India at teachers' conferences or in classrooms, the two most often asked questions are: "Why do women wear a 'dot' on their foreheads?" and "Why, when there is so much poverty in India, don't they eat all those cows?" These questions broach issues of relevance and correlating non-Western practices to similar experiences in the students' lives, within a context they can comprehend.
Proposals to include Sanskrit in the course offerings were rejected numerous times by scholars who wanted to protect JNU from what they considered to be a majoritarian or Hindu Nationalist agenda. When I questioned Romila Thapar, a well known historian from JNU, about this issue in July 2000, she explained that if students want to learn Sanskrit, “there are so many Maths and Piths around where they can go”. She added that “most of the regional colleges have some kind of Sanskrit program”.
Bangladesh is a majority Muslim country, with a significant, if shrinking Hindu minority—about 25-30% at the time of Partition in 1947, and less than 9% in 2003. The textbooks in Bangladesh are not based on an anti-Indian bias as are state sponsored textbooks in Pakistan. The social studies curriculum in Pakistan is premised on creating a national identity that is distinct from India, whereas Bangladeshi textbooks reflect a more pan-South Asian perspective, though Bengal-centric.