One of the most ethnically and religiously diverse regions, the Indian subcontinent was mostly divided into the Mughal Sultanate and the Hindu Princely States prior to British rule. The freedom movement against the British Raj literally gave birth to Indian nationalism and brought these diverse groups together against imperial powers. Hence, postcolonial Indian national identity formation became the most important priority for education post-independence from British colonial rule. This chapter discusses the conflict between the objective of promoting multicultural education and national identity formation in postcolonial India. Discourses of multiculturalism in India are still analysed through a monocultural lens of a certain ideological framework rendering minorities invisible. This jeopardizes the true essence of Indian multiculturalism, which is unity in diversity, communal harmony and syncretism. Through a narrative review, the chapter analyses key policy texts and social studies curricula. Also, the popular media’s role in educating outside the formal structure and the state of minorities in Indian education is discussed. We argue that in a country divided by narrow barriers of religion, caste-creed and gender, India needs educators empowered with multicultural literacy. Tagore’s philosophy of rooted cosmopolitanism may envision education for a nation where all of us are equal global citizens of the world in this age of sustainable development goals.