Bombay, Meri Jaan: My Journey through Regionality and Inclusivity in Indian Educational Spaces

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[This Blog is a part of A Conversation on Inclusivity Series]

The hum of Mumbai’s local trains often feels like the pulse of my own life. And, beneath that metropolitan thump, there’s another beat, echoing from the dusty lanes and grassy fields of Jaunpur (Uttar Pradesh) – my Janmabhoomi, and the land of my ancestors. As a historian, I’ve often found myself connecting these two worlds, each offering a unique lens through which to view the intricate fabric of India. This duality in my personal experience of regional identity has deeply shaped my understanding of inclusivity, a value I believe is essential for every thoughtful individual and every educational institution in India.

Growing up and studying in Mumbai (then Bombay) during the 1990s, I became aware of differences that were subtle but constantly present. The language spoken at home, with its Awadhi accents, often felt distinct from the rapid-fire Marathi and Hindi of the Bombay streets. Despite being an Awadhi speaker at home, I found myself effortlessly navigating Marathi in school, often topping my class in the subject. My evenings in the 1990s were often spent hooked on to Marathi serials and movies on Sahyadri, Doordarshan’s regional Marathi channel. Most of my friends were Marathi speakers, and our interactions, laced with a mix of languages and cultural references, were a daily masterclass in co-existence. It was never a matter of superiority or inferiority, but simply an acknowledgement of distinct cultural identities. When I went to the University of Mumbai for my Master's and MPhil, my Marathi friends introduced me to various Marathi writers, e.g. P. L. Deshpande, and I introduced them to Premchand, Shrilal Shukla, and Kashinath Singh. This exposure taught me a fundamental lesson: India is a vibrant mosaic, and its strength lies precisely in the diverse hues of its regional identities.

This understanding became even more pronounced as I plunged into historical narratives. Whether it was the rise of regional kingdoms, the nuances of local customs, or the impact of geographical factors on social structures, history constantly reinforced the idea that what we often perceive as “India” is, in fact, a rich amalgamation of “Indian” in its many regional avatars. The more I studied history, the more I embraced regional inclusivity as an essential precondition for India’s growth and prosperity. As a teacher of history and a citizen of India, it became a constitutional duty to ensure regional inclusivity in the classrooms. My experiences in Bombay played a central role in this. 

The Classroom as a Microcosm of India

In our classrooms, the very fabric of our interactions is enriched by regional diversity. I recall moments in Mumbai when my UP heritage would surface, perhaps in a phrase or a particular food preference, and I’d encounter gentle curiosity, sometimes even mild surprise. These interactions often became opportunities to share and learn. My confidence in Marathi, born out of interest and daily interaction, often surprised new acquaintances from outside Mumbai. For people in Delhi and Dehradun, I am a Mumbaikar who is often consulted for Marathi translations. This personal journey has led me to believe that true inclusivity in our educational spaces, and indeed in our society, begins with acknowledging and respecting these regional differences.

Cultivating Regional Empathy in Educational Spaces

You, as students and future professionals, can cultivate this vital understanding within your educational journeys by doing some of these things:

• Dive into Regional Literature – Novels, short stories, poetry, etc., offer unparalleled insights into cultural nuances and lived experiences. Consider books like The God of Small Things by Arundhati Roy (Kerala), or the short stories of Vaikom Muhammad Basheer (Malayalam) or Heart Lamp by Banu Mushtaq (Karnataka), or The Greatest Marathi Stories Ever Told by Ashutosh Potdar for their evocative regional portrayals.

• Explore Regional Cinema: Explore Malayalam, Marathi, Bengali, or Tamil cinema to witness diverse narratives and perspectives. Films like Kumbalangi Nights (2019, Malayalam) or Court (2014, Marathi) offer powerful social commentaries rooted in specific regional contexts, often highlighting issues that might not be widely discussed in mainstream media.

• Engage with Diverse Peers: This is the most cost-friendly act you can do. Actively seek out opportunities to interact with students from different parts of India. Share your experiences, learn about theirs, and challenge your preconceived notions. These informal exchanges can be incredibly enriching and foster a deeper appreciation for the montage that is India.

• Travel: Travel to different parts of India, not just as a tourist, but as a learner. Engage with local communities, try to understand their way of life, their challenges, and their aspirations. This firsthand experience can be invaluable in breaking down stereotypes and building genuine empathy.

Ultimately, inclusivity isn’t just about celebrating diversity; it’s about actively working to dismantle barriers and create spaces where everyone feels seen, heard, and valued. This means cultivating a deep-seated respect for India’s regional diversity, recognizing that its strength lies in its multiplicity. It’s about understanding that education, like justice itself, flourishes when we embrace the full scale of human experience, one region, one story at a time.

Dr. Sudha Tiwari is an Assistant Professor at the School of Liberal Studies and Media, UPES, Dehradun.

{The opinions expressed herein are the author's own and do not necessarily reflect the views of the University.}