Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the students and the teachers.

Even after about 70 years of separation, India and Pakistan continue to live in the prison of the past. The rhetoric of partition is still alive in the memory of the people of both the countries. They have constructed fixed, unchanging and competing images for each other. While Pakistan became an Islamic Republic, India adopted secularism, thereby, negating the two-nation theory. The 'differences' along with memories of partition has made Indian and Pakistani to remain in permanent hostile situation. The leaders of the two countries try to settle their disputes but fails because of lack of support from their social and political institutions. Since its coming into power in 2014, the NDA government under the Indian Prime Minister, Mr. Narendra Modi has managed to engage the Pakistani establishment, despite many problems between the two countries. This article tries to highlight upon the contours of relationships post-2014.

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Walking on the Margins of the National Imaginationnationalism, actively promoted by the government, has strong supporters in the media and even the judiciary.

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