History for Peace

Teaching and Learning history for peace and understanding

A network of educators and members of civil society in the subcontinent

Heritage, Conservation and Pedagogy

This morning, Arundhati, Komita and Sanathanan gave us numerous possibilities of how art and theatre engage with the idea of history. I’ll make a slight departure, though a lot of the raw material we are working with are very similar, and explore the idea...

The Challenges of Staging Communalism in These Times

The Aesthetics of Jana Natya Manch Plays. An Illustrated Talk Jana Natya Manch (Janam) was formed in 1973 in Delhi by some radical theatre amateurs, Safdar Hashmi one among them. For the first five years, Janam did only proscenium plays. Then, in 1978, it...

Gaps, Erasures and Silences: How the Arts provoke History

Introduction When we meet someone we often ask ‘Where are you from?’. The answers may vary from names of villages of patrilineal ancestors, countries from where they may have migrated or towns where the immediate family has settled in. The reason we ask such...

Collective History and Identity

The idea of India holds central importance in Pakistan; in fact, one can say that it is the idea of India that shapes the idea of Pakistan. The two hold a symbiotic relationship and it may be said that the way Pakistan is imagined in...

Culture and School

Thank you for reaching out and inviting me for this conference. I had heard about the Kolkata conference from my teacher Krishna Kumar, and my colleague Manish Jain, both of whom were very enthusiastic about the kinds of issues that had been raised and the...

India-Pakistan Partition: Balti Voices from Ladakh

For many, Ladakh is a mere tourist destination, a remote Himalayan region known for its monasteries and peace-loving people. But this is half the picture. For Ladakh is geostrategically important for India—it shares its borders with China and Pakistan and is home to the mighty...

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