Curricular analysis reveals systemic marginalization of Northeast India in sociology, suggesting the need for epistemic and pedagogical reconstitution.
The article examines the historical marginalization of Northeast India in sociology through the mapping of the region, a) as an object of research, and b) through an overview of the existing institutional landscape of Northeast Studies and Tribal Studies programs across Indian public universities, revealing the gaps in the integration of the region in the national curricula. Through the analysis of the contributory essays in the issue, it interrogates the impact of recent higher education policy shifts, such as the National Education Policy 2020, on institutional/pedagogical practices, as well as the complexities surrounding positionality and the insider/outsider binary in ethnographic research. It makes a case for the epistemic reconstitution of sociology through three thematic areas – Knowledge Production of/in Northeast, Teaching Sociology of/in Northeast India, and The Task of Feminist Scholarship – arguing that there is potential to expand the boundaries of the discipline from the vantage of the region.
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Haripriya et al. (2026) studied this question.
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