– Atoofa Nasiha
In a time when religious polarisation is rising in many parts of India, Tamil Nadu has taken steps that offer a different script of inclusion and outreach. Recently, Chief Minister M.K. Stalin announced that teachings of Prophet Muhammad ﷺ are already included in the Tamil Nadu school syllabus. This announcement was made in response to requests from Muslim leaders.
Beyond curriculum changes, the state government has consistently intervened on issues central to Muslim identity and rights, such as the Waqf Amendment Bill, triple talaq legislation, and resistance to the Citizenship Amendment Act (CAA). These actions have positioned Tamil Nadu as an example of how political will can foster belonging rather than exclusion. In the current environment of Islamophobic narratives and identity politics across the country, these steps show that Muslims in Tamil Nadu are not peripheral or “others,” but an integral part of society with full dignity and rights.
Let’s see how the curriculum initiative and its implications, the normalisation of Muslim presence in textbooks, Tamil Nadu’s record on key minority-related legislation, and the state’s continuous efforts together contribute to social cohesion, governance, and development.
Curriculum inclusion as a step toward representation
Announcement and Context: At the event marking the 1,500th birth anniversary of Prophet Muhammad ﷺ, Stalin responded to SDPI leader Nellai Mubarak’s request to include the Prophet’s teachings in school textbooks. He clarified that “content on the Prophet is already part of the Tamil Nadu Education Syllabus.”
He linked the statement to the Dravida Munnetra Kazhagam’s (DMK) long-standing commitment to minority rights, which includes opposition to the CAA, support for Muslim institutions, and protection from discriminatory policies. (Mathrubhumi)
Some reports described this announcement as a “pre-poll push” to reach Muslim voters.
Significance: Including Muslim narratives and teachings in textbooks can shift perceptions. It helps change the idea of “they are outsiders” to “they are part of us.” When students grow up learning about various faiths and communities, diversity becomes a natural part of their understanding.
However, inclusion must be carried out carefully. It should be respectful, historically accurate, and integrated naturally, not superficially. Otherwise, it can risk being performative or lead to future disputes. Teacher training, textbook reviews, and oversight are essential to ensure fair representation.
The benefits go beyond symbolism. When Muslim students see their heritage reflected in education, it can strengthen self-esteem, reduce alienation, and encourage mutual respect among peers.
Textbooks and the Normalisation of Muslim Presence
In recent years, Tamil Nadu’s textbooks have consciously included Muslim names, stories, and cultural elements. These adjustments are an effort to normalise the Muslim presence in Tamil society and remind every student that Muslims are part of the same collective story.
When Muslim characters and historical contributions appear naturally in lessons, it signals that “you are part of this narrative.” This reduces social distance and helps counter the erasure of Muslim identity often seen elsewhere.
Although detailed mappings of textbook changes are not publicly available, the government’s broader focus on inclusive education and representation strongly suggests that these efforts are deliberate.
Legislative and Policy Support for Muslims
Tamil Nadu’s inclusivity is not limited to symbolic actions. The government’s record on key legislative issues shows consistent support for Muslim welfare and representation.
Waqf Amendment Bill: The Union Government introduced The Waqf (Amendment) Act, 2025, which seeks to tighten control over Waqf properties and limit the “waqf-by-user” principle.
Tamil Nadu’s DMK strongly opposed certain provisions and joined legal challenges against the Bill. The state’s intervention helped secure a Supreme Court stay on critical sections of the amendment.
Public protests across the state, including in Trichy, further reinforced the demand for protection of Waqf lands.
Triple Talaq: Stalin has criticised both the AIADMK and BJP for taking double standards on the triple talaq issue, accusing them of betraying Muslim interests.
He emphasised that whenever Muslims face injustice, “the first political outfit that comes to their support is the DMK.”
Citizenship Amendment Act (CAA): Stalin has been one of the strongest opponents of the CAA, condemning it as discriminatory and divisive. He also criticised previous governments for allowing police action against Muslims protesting the CAA.
Additional Measures: The DMK government introduced 3.5 per cent internal reservation for Urdu-speaking Muslims within the Backward Class category. (Mathrubhumi)
It also established the Minority Welfare Board and Tamil Nadu Urdu Academy, and began constructing a new Haj House near Chennai Airport. The restoration of Milad-un-Nabi as a public holiday also reflects symbolic recognition of Muslim culture and faith.
Together, these steps highlight that Tamil Nadu’s approach to Muslim inclusion is based on policy and practice, not just words.
Why These Steps Matter
Countering Islamophobia: Across India, many Muslims feel targeted and alienated. State gestures like these can help rebuild trust by signalling acceptance and belonging. Tamil Nadu’s policies show that inclusivity and respect can coexist with strong governance.
Promoting Universal Values Through Prophet Muhammad’s ﷺ Teachings: Including the teachings of Prophet Muhammad ﷺ in the curriculum is not only about representation but also about spreading values of compassion, justice, and mercy. As the Quran states, he was sent as “a mercy to the worlds” (Surah Al-Anbiya 21:107). His teachings emphasise empathy, respect, and ethical conduct, which can influence young minds positively, encouraging them to treat all communities with dignity and fairness. This educational approach can help reduce prejudice and foster moral development in students.
Building Social Cohesion: When every community feels represented in education and law, society becomes stronger. Inclusivity reduces polarisation and fosters collaboration. Tamil Nadu’s focus on social harmony is a preventive measure against communal unrest.
Encouraging Accountability: Documented initiatives create a foundation for accountability. Communities can evaluate whether promises are fulfilled, while political parties face greater pressure to maintain or exceed these standards.
Focusing on Growth: When the focus shifts from divisive politics to inclusivity, it clears space for development, education, and welfare for all. Tamil Nadu’s governance model demonstrates how inclusive politics can strengthen long-term progress.
Principled and Practical
Tamil Nadu’s decision to include Prophet Muhammad’s ﷺ teachings in its syllabus, normalize Muslim representation in textbooks, and protect Muslim rights through policy shows that inclusion can be both principled and practical.
At a time when exclusionary politics divide the nation, Tamil Nadu offers an alternative path built on respect, diversity, and unity. Whether these initiatives continue successfully will depend on steady implementation and community participation. But for now, these measures bring a breath of fresh air and remind the rest of India that unity grows stronger through inclusivity, not exclusion.
