Is India’s New National Education Policy, 2020 Inclusive or Still Burdened with Heteronormative and Reproductive-Centric Colonial and Victorian Ideals

TITLE	Is India’s New National Education Policy, 2020 Inclusive or Still Burdened with Heteronormative and Reproductive-Centric Colonial and Victorian Ideals
ABSTRACT	The paper is a critical discussion of the National Education Policy (NEP) 2020 of India with a view to evaluating its inclusivity in relation to gender, sexual orientation, and marginalized identities. The study bases its review on a secondary data-based approach by reviewing scholarly publications and policy documents and credible online sources. It discusses five major themes, including recognition of female and transgender students, gaps in non-binary and LGBTQIA + identities, colonial and Victorian moral inheritances, structural barriers to access, and curriculum, pedagogy and school culture. Results indicate that although NEP 2020 considers and promotes official acknowledgment and structural reinforcement, it remains heteronormative and reproductive-centered with a gap in sexuality education, educator readiness, and fair implementation.
AUTHOR	Kavya Mukherjee Saha Grade 12, Vasant Valley School, New Delhi, India
PUBLICATION DATE	2025-10-13 22:25:16
VOLUME	13
ISSUE	4
DOI	10.15662/IJMSERH.2025.1304002
PDF	pdf/2025/10/2_Is India’s new National Education Policy, 2020 Inclusive or Still Burdened with Heteronormative and Reproductive-Centric Colonial and Victorian Ideals.pdf
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