Historical Geography of India: From Indus Valley to Colonial Cartographies

लेखक

  • Ishita Mishra National Council Of Educational Research And Training image/svg+xml ##default.groups.name.author##
  • Smaranika Samal National Council Of Educational Research And Training image/svg+xml ##default.groups.name.author##
  • Dipanshu Sharma National Council Of Educational Research And Training image/svg+xml ##default.groups.name.author##

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https://doi.org/10.66871/trf-j.v1i2.014

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Historical geography of India, Indus Valley Civilisation, Vedic period; Mauryan Dynasty, Mughal Empire, Colonial cartography, Spatial theory, Postcolonialism, Territorial evolution.

सार

The Historical geography of India reflects the profound transformation of spatial cognition, territorial organisation, and cartographic visualisation over several millennia, thus reflecting changes in political power, cultural paradigms, economic subsistence, and epistemic production. This conceptual investigation traces the history of the temporal trajectory between the Indus Valley Civilisation (c. 3300-1300 BCE) and the British imperialism of colonial cartography (until 1947) by utilising analytical tools of historical geography, postcolonial theory, and critical spatial analysis. During their antiquarian stage, the Indus Valley Civilisation was distinguished by advanced urban planning, where such cities as Harappa and Mohenjo-Daro are typical, with grid patterns, sophisticated hydrological systems, homogenous architecture, and strong trade connections as far as Mesopotamia and other far-off lands. In the theoretical frameworks of cultural landscapes and nascent globalisation, these settlements bring out a proto-urban geography that is based on riverine fertility and environmental adaptation, as opposed to the explicit territorial sovereignty demarcation. The Vedic and classical periods, through their successive mappings, followed cosmological mappings, which are reflected in the textual content of Vedic literature in which the subcontinent is visualised as a sacred land (e.g., the Sapta Sindhu and Bharatavarsha). Administrative road networks and spatial subdivisions were used to ensure spatial dominance because concurrent imperial expansions under the Mauryan and Gupta empires deployed these concepts to their administrative domains. The administrative cartographies were further stratified by medieval Islamic sultanates and the Mughal Empire, in which schemes like the revenue schemata in the *Ain-i-Akbar* reconciled the native knowledge systems on the one hand with the Persianate models of spatial aesthetics and state on the other.The period of colonialism marked a radical break, with European powers, which reached its climax in the British occupation, injecting scientific cartography in various measures, such as the Great Trigonometrical Survey (1802-1871). Based on Foucault's power-knowledge paradigm and Said's conceptualisation of orientalism, this paper criticises the use of colonial maps as an instrument of territorial inscription, extraction of resources, and epistemic hegemony, which obscured or subjugated already existing spatial stories and restructured India as a governable, limited zone. Through their synthesis, the paper highlights continuities (e.g., the centrality of rivers) and abrupt discontinuities (e.g., the dissolution of sacred-cosmological to secular-scientific cartography). It also highlights the postcolonial backlash on the modern geographical imaginaries, thus showing how geography has been constructed, challenged, and changed in the Indian milieu socially.This conceptual mapping continues the process of decolonising historical geography by prefiguring indigenous spatial epistemologies as possibilities of imperial legacies, and thus providing subtle contributions to the social construction and struggle over geography in the Indian context.

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    M.Ed. Scholar, Regional Institute of Education, NCERT, Bhubaneshwar (Orissa)

  • ##submission.authorWithAffiliation##

    Smaranika Samal is an aspiring scholar currently pursuing an integrated B.A.B.Ed. at the Regional Institute of Education (RIE), Bhubaneswar. A merit scholar and top-ranking alumna of Kendriya Vidyalaya No. 1, Bhubneswar, her academic foundation is marked by consistent excellence in the humanities and professional education.

    Her research interests are multidisciplinary, focusing on Geography, innovations in pedagogical knowledge, and the aspects of Ancient and Modern Indian History. She is particularly interested in studying political behavior and civic engagement, interests furthered by her success in the Zonal Level Youth Parliament Competition, which led to an official visit to the New Parliament of India.

    In addition to her academic pursuits, Smaranika is a recognized orator, having secured first prize in the MAN Trust debate competition and selection for the VBYLD National Competition 2025-26. Her professional background includes a Content Writing Internship via Internshala, through which she has refined her ability to synthesize complex information for diverse audiences.

  • ##submission.authorWithAffiliation##

    Dr. Dipanshu Sharma is an Assistant Professor in Social Science Education at the Regional Institute of Education (RIE), NCERT, Bhubaneswar, a premier institution dedicated to teacher education and academic capacity-building in eastern India. His academic focus encompasses History, Philosophy, Indian Knowledge Systems, and ICT in Education. Dr. Sharma holds a diverse academic portfolio, including an M.A. in History, M.A. in Philosophy, M.Ed., and a Ph.D. in Education, along with a Certificate Course in French. He has extensive teaching experience across multiple levels, having taught at the school level for 2 years, undergraduate level for 6 years, and postgraduate level (M.A., M.Ed.) for 4 years. His primary research interests include Social Science pedagogy, the integration of ICT in teaching-learning, and the philosophical underpinnings of education, especially within the context of Indian knowledge traditions.

    Dr. Sharma’s publication record reflects a consistent engagement with themes such as digital learning, student study behaviors, instructional strategies, and the impact of technology in education. His notable works include “E-learning as a Catalyst for Authentic and Meaningful Learning Experiences” (2021), “Comparison of Study Habits of Adolescents Using Internet for Academic and Non-Academic Purposes” (2020), and “Effect of Computer-Mediated Instruction on Achievement in Biology in Relation to Intelligence” (2019), among several other studies conducted between 2012 and 2017.He has qualified the UGC-NET with Junior Research Fellowship (JRF) in Education (2011) and in History (2019). In addition to his academic roles, Dr. Sharma has served as the NSS Programme Officer at the Government College of Education, Chandigarh, and is currently the School Coordinator for the Vidyanjali Portal, under the Ministry of Education, Government of India.Dr. Sharma is actively involved in training, extension, and collaborative academic programs. He recently served as an observer for CEE 2024 at the Delhi nodal center, contributed to NCERT's Manodarpan Sahyog Programme, and was an expert contributor to a national-level workshop on Teacher’s Guidebooks for tribal and minority languages at NCERT, New Delhi. He also coordinated inter-institutional visits involving M.Ed. students and faculty from Visva-Bharati University and NDWCTE, Bhubaneswar, and delivered an NCERT live session on fostering healthy parent–teen dynamics.

    For academic correspondence, Dr. Sharma can be reached at drdipanshusharma@gmail.com. His office is located at the Regional Institute of Education, Sachivalaya Marg, Bhubaneswar – 751022, Odisha.

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प्रकाशित

2026-05-05