606 / Social Change: 52(4) 595–612, 2022 lives and struggles. A mention must be made of the Saheli newsletters and web sources relied on by the author, which have proved to be a mine of AWG history, charting numerous debates and dialogues. An epilogue winds up the book, urging a reflection on these histories and contemporary challenges not just to invoke solidarities, but the verve to take ahead the struggles and campaigns. The epilogue flags some contemporary concerns, such as aggressive Hindu nationalism, militaristic actions of the state, and the rapacious manoeuvres of corporate capitalism, as harming the most marginal adivasi and dalit communities. Although it does find a mention here, a glaring omission has been of women’s lives and struggles from the tribal, de-notified and nomadic communities in central, eastern and Northeast India who have been contending with these very contemporary concerns! This is perhaps an indication of the urgent need for a recording and documentation of their histories likewise. Even as this is awaited, this book is an illuminating pathway for scholars, students and activists who wish to understand and refresh their histories of the women’s movements in India. Meena Gopal Advanced Centre for Women’s Studies, Tata Institute of Social Sciences Mumbai, Maharashtra, India meena.gopal@tiss.edu papia sengupta (Ed.), Critical Sites of Inclusion in India’s Higher Education, Singapore, Palgrave Macmillan, 2022, 204 pp., EUR 109.99, ISBN 978- 981-16-8255-1 (Hardcover). DOI: 10.1177/00490857221132694 The phenomena of inclusion and exclusion in the education system of postcolonial India, especially in higher education, have been the subject of several epistemological and ontological debates. Since India’s judicial independence, its governing bodies have been making efforts to decolonise and indigenise the education system. Such efforts have led to the formulation of several education policies to date. But these education policies are underpinned by structural and practical loopholes that have been meticulously exposed by every contributor to Papia Sengupta’s edited volume, Critical Sites of Inclusion in India’s Higher Education. Although a lot of books focussing on the different dimensions of India’s higher education system have been written, this book is unique in terms of the diverse pedagogical, curricular, structural and infrastructural issues it addresses within specific contexts. To elaborate, most books on India’s higher education exclusively focus on policymaking strategies and how to make them inclusive. Such an approach appears to be superficial because policies are often objectively proposed, without taking into account either empirical studies or the complex diversity of contexts such as gender, sexuality, caste, class, race, religion, economy, geography and topography. As a result, despite