This study, based on interactions with children in a school in Daryaganj, Delhi, reveals that children very early on show explicit identification and communicated prejudices towards the "other" religion practised in their neighbourhood. This has important implications for educational policy, curricular choices, pedagogy and teacher training. While the present curricular material does not acknowledge cultural identity in childhood, the new National Curriculum Framework suggests that schools engage with children's socialisation at home and in the neighbourhood.
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EPW looks forward to your comments. Please note that comments are moderated as per our comments policy. They may take some time to appear. A comment, if suitable, may be selected for publication in the Letters pages of EPW.