Why Ghadar Revolution Is Not Taught In Schools?

The Ghadar Revolution is an important but often underrepresented part of India’s freedom struggle in school curriculums. There are several reasons why the Ghadar Movement is not given the same emphasis as other events like the Civil Disobedience Movement or the Quit India Movement. Here are some potential reasons:

1. Emphasis on Non-Violence in Freedom Struggle

One of the main reasons the Ghadar Revolution doesn’t get as much attention in schools is the predominant narrative of India’s freedom struggle, which focuses on non-violent resistance, led by Mahatma Gandhi. The Ghadar Movement, however, was built on the idea of armed rebellion against British rule. As a result, its story doesn’t align with the pacifist principles that have been central to the way India’s independence movement is often presented in school textbooks.

Mahatma Gandhi’s philosophy of Satyagraha (non-violent resistance) is emphasized in Indian educational systems because it is seen as the strategy that ultimately led to India’s independence. Movements based on violence, such as the Ghadar Revolution or the actions of Bhagat Singh, are given secondary importance.

2. Limited Scope of the Uprising

The Ghadar Revolution, while ambitious, was not as widespread or successful as other revolutionary activities in India. It was primarily driven by Indian immigrants in North America and aimed to trigger uprisings within India during World War I. Unfortunately, the movement was largely foiled due to British intelligence infiltration, and the planned mutinies never reached a large scale.

Because the revolution was suppressed before it could gather nationwide momentum, its direct impact on India’s independence struggle was more symbolic than substantive. As a result, many educational frameworks tend to overlook smaller, regional, or diasporic uprisings in favor of larger, more successful movements.

3. Focus on Larger, Nationwide Movements

The Ghadar Movement, although important, primarily operated from abroad, especially from North America. As a result, it did not engage the Indian population on the same large scale as movements like the Non-Cooperation Movement or the Quit India Movement. Schools tend to focus on movements that had mass participation across different parts of India, directly involving people in the struggle for independence.

4. Neglect of Diaspora Contributions

The contributions of the Indian diaspora to the freedom struggle have historically been underplayed in school curriculums. The Ghadar Movement was spearheaded by Indian immigrants in the United States and Canada, with the primary objective of inspiring rebellion within India. Because the movement’s epicenter was outside India, and its leaders were expatriates, their contributions have not been given the same level of attention as leaders like Mahatma Gandhi, Jawaharlal Nehru, and Sardar Patel, who were active within India.

There is also a tendency in Indian educational narratives to focus on contributions from leaders based in the subcontinent, rather than global contributions made by Indians living abroad.

5. Revolutionary Movements Often Sidelined

While figures like Bhagat Singh and Subhas Chandra Bose are revered in Indian history, revolutionary movements as a whole tend to be sidelined in school curriculums. Textbooks generally emphasize constitutional, political, and non-violent means of achieving independence, overshadowing the revolutionary activities that involved armed rebellion.

The Indian government, especially in the post-independence period, sought to promote national unity and avoid glorifying violent uprisings as a method for achieving political change. This approach led to the de-emphasis of movements like the Ghadar Revolution, which advocated for direct, armed confrontation with the British.

6. Marginalization of Regional Histories

Many revolutionary movements, including the Ghadar Revolution, were deeply tied to specific regions or communities. The Ghadar Movement had a strong Punjabi base, as most of its leaders and members were Sikhs from Punjab. In the broad national curriculum, such regionally focused movements sometimes get marginalized in favor of movements that are seen as having a pan-Indian reach.

The Ghadar Movement’s deep connections with the Sikh community and the Punjabi diaspora in North America may be one reason it is not as prominently taught in school systems across India. Often, national curricula aim to present movements that reflect unity across regions, rather than those that appear region-specific.

7. Complexities of Global Influences

The Ghadar Movement was also influenced by global revolutionary ideas. Its members were inspired by socialist, anarchist, and anti-imperialist movements around the world, including in places like Mexico and Russia. The incorporation of global revolutionary ideas into Indian nationalism might be viewed as too complex or politically sensitive for inclusion in school textbooks, which often focus on a simplified narrative of the Indian freedom struggle.

The influence of Marxist and socialist ideas within the Ghadar Movement could also explain why it hasn’t received as much attention in more conservative or nationalist educational frameworks, which may prefer to focus on indigenous movements and philosophies.

8. Post-Independence Political Climate

The political climate of post-independence India may have influenced how different parts of the freedom movement were remembered. The Congress Party, which dominated Indian politics after independence, was closely associated with Mahatma Gandhi’s non-violent struggle. As a result, movements that did not align with the Congress’s ideology, such as the Ghadar Movement, were not given the same prominence in official narratives.

Over time, this dominance of the non-violent narrative has shaped how history is taught in Indian schools, leaving revolutionary activities like the Ghadar Movement in the background.

9. Efforts to Recognize Ghadar

In recent years, however, there has been a growing recognition of the Ghadar Movement’s contributions to India’s independence struggle. Memorials, exhibitions, and historical research have begun to shine a light on the sacrifices made by the Ghadarites. Some states, especially in Punjab, have included aspects of the Ghadar Movement in their regional educational syllabuses.

Nonetheless, there is still a need for a more comprehensive re-evaluation of how India’s freedom struggle is taught, one that acknowledges the diversity of strategies, including the important role played by revolutionary movements like the Ghadar Party.

Conclusion

The Ghadar Movement was an essential part of India’s long and multifaceted struggle for independence. Its revolutionary ideals, global scope, and the sacrifices of its members deserve greater recognition in the history of India’s freedom movement. While it may not be a focal point in school curriculums due to its regional nature, violent methods, and complex global influences, its legacy continues to inspire discussions about the diverse approaches that contributed to India’s eventual independence. Increased recognition and inclusion of such movements in education would provide a more nuanced and holistic understanding of India’s path to freedom.