Libraries are often called the heart of a society because they protect knowledge, history, and ideas. They allow people to learn, question, and understand the world around them. However, when governments begin deciding which books people can read and which ideas are acceptable, libraries risk becoming tools of control instead of centres of learning. Recent developments in Indian-occupied Kashmir have raised serious concerns among academics, journalists, and human rights advocates about the growing use of censorship in educational and public spaces.

On July 9, 2026, the government told every school and college in the region to check all their books, journals, theses, and even digital files for anything that seemed “misleading, factually incorrect, distorted, inflammatory” or anything that “promotes, glorifies, legitimises or justifies terrorism, violent extremism, secessionism.” That is a lot of scary sounding words for what actually happened. A BJP politician got angry about a book called Personalities and Legends of J&K just because it talked about Kashmiri separatist leaders next to famous writers like Salman Rushdie. One thing they got upset about was the book calling Maqbool Bhat, who was hanged by an Indian court back in 1984, a “martyr.” But that is genuinely how a lot of Kashmiris remember him, whether the government likes it or not.

In recent months, authorities in Indian-occupied Kashmir have intensified scrutiny of books available in libraries, schools, and bookstores. In February 2025, police conducted raids on dozens of bookstores and reportedly seized more than 650 books. Officials argued that the books could promote extremist thinking and were part of efforts to maintain security. Critics, however, described the raids as a major attack on intellectual freedom and freedom of expression.

The campaign did not stop there. In August 2025, the Jammu and Kashmir Home Department formally banned 25 books on Kashmir, including works by respected scholars, historians, journalists, and researchers. The official notification claimed that these books promoted secessionism and could influence young readers. Several civil society organizations and freedom of expression groups strongly criticized the decision, arguing that banning academic books prevents open debate and restricts access to different viewpoints.

For many observers, these actions represent more than isolated incidents. They reflect a broader trend in which access to knowledge is increasingly shaped by political and security considerations. Libraries are expected to preserve diverse opinions, even those that are controversial. When books are removed because they challenge official narratives, libraries lose their role as neutral spaces for learning and critical thinking.

Students are among those who suffer the most from these restrictions. Universities and colleges depend on academic freedom, where students are encouraged to read different perspectives before forming their own opinions. If certain books disappear from libraries, students may only be exposed to one version of history or politics. This weakens the quality of education and limits independent research.

Researchers are among those most affected by recent restrictions on books in Kashmir, as many of the targeted titles are academic works examining the region’s political history, conflict, and society from different perspectives. Whether readers agree with these works or not, scholarship depends on open debate, evidence, and critical inquiry rather than the suppression of ideas. Limiting access to such material risks undermining serious research on one of South Asia’s most complex political issues.

The impact extends beyond universities. Public libraries have traditionally provided spaces where people can freely explore history, literature, religion, and politics. When readers fear that accessing certain books could invite official scrutiny, self-censorship often follows. Librarians, publishers, and booksellers may avoid stocking sensitive titles even without formal bans, gradually reducing intellectual diversity and limiting public access to competing viewpoints.

Indian authorities maintain that these measures are necessary to prevent extremist propaganda and preserve public order in a region that has experienced decades of violence. Many scholars, publishers, and free-expression advocates, however, argue that genuine security should not come at the expense of academic freedom and peaceful intellectual inquiry. They contend that controversial ideas are best addressed through research, discussion, and evidence rather than censorship.

The debate over books in Kashmir is therefore about more than libraries. It concerns who shapes public memory, defines acceptable knowledge, and influences how future generations understand the region’s history. When access to books is determined by political considerations rather than academic merit, knowledge itself risks becoming a casualty of conflict. Protecting intellectual freedom does not mean endorsing every viewpoint; it means allowing readers to examine evidence, think critically, and reach informed conclusions.

The author is a student of International Relations at the International Islamic University, Islamabad. Currently, he is serving as a researcher at the Kashmir Institute of International Relations Islamabad. He can be reached at amirmushtaq9300@gmail.com