| dc.description.abstract | Abstract
Peace and conflict can only be understood in relation to the lived realities and identities of communities. Language, as a central feature of identity, brings people together and enriches culture through shared practices. This thesis examines how news media narratives and language politics interact in the context of India’s National Education Policy (NEP) 2020, focusing on Tamil Nadu. Using critical discourse analysis of twenty-two national and regional news articles, the study explores how media coverage of NEP 2020’s language provisions reflects and shapes debates on identity, autonomy, and cultural recognition. Drawing on Framing Theory, Social Identity Theory, and Conflict Theory, the research identifies five major media frames—Hindi Imposition, Linguistic Identity, State Autonomy, Educational Equity, and Unity vs Diversity—that influence public understanding and response to educational reforms.
The findings show that Tamil Nadu’s media strongly anchor their coverage in historical memory and resistance, framing NEP 2020 as a threat to Tamil linguistic and cultural sovereignty. By contrast, national media focus on integration and the benefits of multilingualism. This divergence reveals the news media’s powerful role in shaping policy debates, not merely reflecting them. The thesis concludes that education policy in multilingual federal contexts is inherently political, involving ongoing struggles for recognition and justice. The study calls for more dialogic, context-sensitive policymaking and inclusive journalism, emphasizing the need to amplify marginalized and regional voices. In doing so, it contributes to wider discussions on peace, pluralism, and the negotiation of identity in contemporary India.
Keywords:
National Education Policy (NEP) 2020; Tamil Nadu; media framing; language politics; critical discourse analysis; identity; autonomy; multilingualism | |
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