NCERT has faced criticism after the iconic Harappan-era “Dancing Girl” figurine from Mohenjo-daro was shown with shading over its torso in Madhurima, a new Class 9 Arts textbook. Historians, educators and social media users argued that the alteration changes the appearance of a significant archaeological artefact and raises concerns about historical accuracy.
While some suggested the modification may have been linked to concerns about age appropriateness, critics described it as unnecessary censorship. The controversy quickly gained national attention, prompting NCERT to review the matter. Following widespread criticism and scholarly feedback, the council has reportedly decided to restore the original image in future editions and digital versions of the textbook.
A Historic Artefact
A change in the depiction of the famous “Dancing Girl” figurine in NCERT’s new Class 9 Arts textbook, Madhurima, has sparked a wider debate about historical representation and educational responsibility. The bronze statuette, discovered at Mohenjo-daro and dating back more than 4,000 years, is one of the most recognised artefacts of the Indus Valley Civilisation.
Known for its distinctive pose, jewellery and craftsmanship, it has long been regarded as evidence of the artistic and technological sophistication of the Harappan civilisation. For decades, it has appeared in textbooks, museums and academic publications in its original form.
What Changed In The Textbook?
The controversy began when readers noticed that the image of the figurine in Madhurima differed from the original artefact. The torso area appeared shaded or darkened, obscuring details visible in photographs of the actual sculpture and creating the impression that it had been partially covered.
The alteration drew particular attention because the same figurine continues to appear unaltered in other NCERT textbooks, including the revised Class 6 Social Science textbook. Critics questioned why a different approach had been adopted in the new Arts textbook when the image had been used without modification for more than 25 years.
Why Critics Objected
Historians, archaeologists and educators argued that altering a historical artefact risks compromising authenticity and distorting students’ understanding of the past. They maintained that archaeological objects should be presented as they exist, with appropriate explanation and context, rather than being visually modified.
Several scholars pointed out that the “Dancing Girl” is displayed openly in museums and widely used in educational resources. In their view, changing its appearance in a textbook was unnecessary and inconsistent with the principles of historical accuracy.
Among those who criticised the alteration was historian Michel Danino, who reportedly described the shading as a form of censorship. He also revealed that concerns had been raised during discussions about whether the image was suitable for school-age students, adding another dimension to the debate.
Social Media Amplifies The Issue
The controversy quickly spread across social media platforms, where users shared comparisons between the original sculpture and the textbook image. The discussion soon evolved into a broader conversation about censorship, cultural heritage and the role of educational institutions in presenting history.
Many users argued that historical artefacts should never be altered, regardless of contemporary sensitivities, while others suggested that curriculum developers may have been attempting to make the content more appropriate for younger audiences. However, the dominant view remained that authenticity should take precedence when presenting archaeological evidence.
The Debate Around Age Appropriateness
At the heart of the controversy is a larger question: should historical artefacts be modified for school textbooks to address concerns about age appropriateness?
Some observers argued that educational materials are often adapted to suit different age groups and that such decisions are part of curriculum design. Critics, however, countered that archaeological artefacts are historical evidence rather than modern entertainment content. They argued that altering them changes the object itself and risks presenting students with an inaccurate version of history.
The debate reflects a challenge faced by educators around the world, how to balance sensitivity towards young learners with the responsibility to present history truthfully and accurately.
NCERT’s Response And Decision
As criticism mounted, NCERT acknowledged the concerns and confirmed that the matter had been referred to the relevant department for review. Officials stated that the issue was being examined, while NCERT Director Dinesh Prasad Saklani reportedly said there was no specific reason behind the masking of the torso and that the matter would be looked into.
In a significant development, NCERT has reportedly decided to restore the original image of the “Dancing Girl” in future editions and digital versions of the textbook. The decision followed criticism from historians, academics and members of the public who argued that the artefact should be presented in its authentic form.
Why This Matters
The controversy surrounding the “Dancing Girl” goes beyond a single textbook image. It raises important questions about how cultural heritage is represented, how educational content is curated and where the line should be drawn between sensitivity and historical accuracy.
More than 4,000 years after it was created, the small bronze figurine continues to inspire debate about identity, history and education. The episode demonstrates how even minor changes to historical representation can provoke wider discussions about the preservation of cultural memory and the responsibility of institutions entrusted with teaching history.
The Logical Indian’s Perspective
The debate over the “Dancing Girl” figurine highlights the importance of preserving historical authenticity while encouraging thoughtful conversations about how history is taught. Educational institutions have a responsibility to present cultural heritage accurately, allowing students to engage with the past through evidence rather than altered interpretations. At the same time, discussions around age-appropriate learning should be addressed through context and dialogue rather than modification of historical artefacts.
A balanced approach can help foster curiosity, critical thinking and respect for history without creating unnecessary divisions. As NCERT moves to restore the original image, the focus should remain on promoting informed learning and constructive discussion. Do you think historical artefacts in school textbooks should ever be altered for educational reasons or should they always be shown in their original form? Share your views and join the conversation.
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NCERT’s new Art textbook covers up Mohenjodaro’s ‘Dancing Girl’ https://t.co/K8nnRvd3Nj
— The Indian Express (@IndianExpress) June 15, 2026
