Educational development within the postcolonial Indian Nation-state is integrally connected with the colonial history. Much like other postcolonial nations, modernisation of Indian society through education is a product of the “local history” and the “global design” of colonialism and contemporary processes of globalisation. The modern colonial imaginary has been predominant in shaping the “subject lessons” learnt by modern Indian elites. Though there were missionaries, some benevolent Europeans, and native intellectuals committed to the cause of education for the uplift of the Indian masses, the British Raj mostly promoted the education for the elites. This modern colonial imaginary also shaped Indian nationalism and the nationalist freedom movement led by the elites of the Indian society. Within a diverse class, caste, multi-ethnic and religious context, often this nationalist imaginary led to the suppression of subaltern voices. The establishment of the Modern Indian nation-state with a democratic constitution drafted by a constituent assembly with representation from all sections of the diverse Indian society (including 15 women from diverse backgrounds) and chaired by Dr. B. R. Ambedkar, a dalit1 scholar and intellectual, promised the establishment of democracy and social justice. However, this paper argues that the constitutional promise cannot be fulfilled without decolonising the aims and objectives of education that serves the interest of specific elite groups. In order to decolonise education, it would be of utmost importance to align the aims and objectives of education with that of democratic education.