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This article explores how teaching courses which engage with questions of gender prove challenging to both teachers and students in the context of the graduate classroom of a university in India. The contexts within which disciplinary space for social history was created are explored to argue that this remains a contested area. Also, the institutional setting and its implications are opened up for scrutiny. I discuss, in this context, the languages used within academic discourse and their hierarchies, how students participate in discussions, and the ways in which these can be taken forward.