As it happens in many parts of the world, the action of designing and formalising the educational curriculum within India has been influenced by the ideological orientation of the political regimes in place. During the colonial period, the British regime was solely geared towards reproducing law-abiding obedient citizens of the Raj. At the heart of the colonial enterprise of state-machinery had been that of an “adult-child relationship” (Kumar, 1989 ), wherein the state had taken it upon themselves to initiate the people into new ways of acting and thinking. This may be a simplistic idea, but it has deeper implications for the overall creation of local and national identities. Initially, the Indian leaders and intellectuals living inside the bubble of the colonial education policy endorsed anglicized values and the development of personal character. Even during the colonial era, however, in the writings of Vivekanand, Sri Aurobindo, and Lajpat Rai, educational discourse acquired a national slant. These social reformers had taken up the agenda of initiating social reforms and social regeneration alongside the struggle of Indian masses to establish the independent Indian identity free from bondage as British colonial subjects (Kumar, 1999 ). This chapter traces this evolution of social studies in postcolonial India.