In a unique classroom in New Delhi, a Class VIII student recently entered to find their room transformed into a miniature Parliament. Desks were rearranged to mimic the legislative chamber, voices rose in spirited debate, and a student acting as Speaker called the session to order. This was not a special event day, but a regular lesson under Delhi government's innovative new curriculum.
Learning Democracy by Doing: From Mock Parliaments to Civic Duty
The immersive parliamentary exercise is a core component of the Rashtraneeti curriculum, which has been rolled out for students from Classes I to XII across Delhi government schools. The programme marks a decisive shift from textbook-heavy, passive learning towards hands-on participation. Students step into roles like the Speaker, Prime Minister, Leader of the Opposition, and MPs, debating and passing bills to understand the mechanics of democracy firsthand.
Beyond parliamentary simulation, the curriculum weaves in detailed studies of national icons who often receive only brief mentions in traditional textbooks. These include figures like Veer Savarkar, Sardar Vallabhbhai Patel, Netaji Subhas Chandra Bose, Swami Vivekananda, and Atal Bihari Vajpayee. It also introduces students to the philosophy and social role of the Rashtriya Swayamsevak Sangh (RSS), framing history as a living set of ideas that continue to shape public life.
Patriotism as Service and Critical Self-Reflection
A defining pillar of Rashtraneeti is its reinterpretation of patriotism. It moves beyond symbols and slogans, framing civic duties—helping others, maintaining public spaces, upholding democratic values—as a deeper form of nationalism. This idea is reinforced through discussions on concepts like 'seva, sangathan aur sanskar' and the RSS's role during national crises and its opposition to the 1975-77 Emergency.
The curriculum turns abstract values into daily practice. A key tool is a 15-day self-reflection checklist, where students note instances of discrimination and inclusion in their surroundings. Simpler observation exercises are designed for younger grades, while older students engage in more nuanced self-examination.
Leadership is also critically examined. In modules like 'Hamara Neta Kaisa Ho', students debate whether leadership is about authority or accountability, a privilege or a responsibility. These questions are not given preset answers but are explored through discussion and writing.
Connecting Lessons to Local Realities and Inclusivity
Rashtraneeti strongly grounds learning in local issues. Problems like Yamuna pollution, waterlogging, waste management, and public health are treated as lived realities. Students are tasked with observing, identifying problems, and proposing practical solutions, such as spotting mosquito-breeding sites.
Inclusivity is both a principle and a practiced skill. Role-play and sensory activities—like covering ears or closing eyes—build empathy. Gender stereotypes are challenged through direct exercises questioning if only girls do housework or if boys can be emotional. The curriculum also broadens understanding of India's diversity, with students learning about states like Sikkim and sharing their regional identities and foods.
The delivery is intensely practical. Mock youth parliaments, school elections, debates, community projects, and reflection diaries form the backbone of classroom activity. An official explained that the curriculum is organized around month-wise themes—water management in September, environment in October, administration in November, inclusivity in December, and national pride in January—that deepen in complexity each year.
The overarching ambition is to bridge the gap between rights and duties. While rights awareness is common, Rashtraneeti places equal emphasis on obligations to the law, public spaces, diversity, and the environment. The goal is to create active contributors to democracy, not passive observers.
As the bell rings and the mock Parliament desks return to their usual order, the lesson endures: democracy is not confined to distant buildings or history books. It is something to be argued over, shaped, and protected, even by students still in school.
