This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing religious tendencies, gendered beliefs towards women and antipathy for India’s neighbouring states. This entails implications for India’s national cohesion and students’ ability to live in harmony with other communities in the diasporic setting. It also poses risks to the United Nations Sustainable Development Goals (SDGs), 2030.

中文翻译：

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探究印度中学必修课教材在海外学校学生国家认同建构中的作用

本研究质疑印度学校教科书对沙特阿拉伯王国一所海外学校学生国家认同建构的贡献。教科书在印度世俗民主、殖民抵抗和平等公民权利的概念上构建学生的民族认同。尽管研究参与者对这些理想抱有矛盾的认同，但他们大多表达了令人困惑的身份，表明宗教倾向、对女性的性别信仰以及对印度邻国的反感。这对印度的民族凝聚力和学生在海外环境中与其他社区和谐相处的能力产生了影响。它还对联合国 2030 年可持续发展目标 (SDG) 构成风险。