Introduction

Phase three of the Mulki-Non-Mulki conflict (1911-1948) emerged under Mir Osman Ali Khan, the 7th Nizam of Hyderabad, who took the throne after Mir Mahboob Ali Khan. The years from 1911 to 1948 were pivotal. They saw the types of developments that lay behind the Mulki identity and which, as a result, exacerbated the Mulkis-Non-Mulki divide.
The conflict particularly intensified in the 1930s and 1940s and took on a new significance.

Deccan Nationalism was a borne child of the conflict.

Leadership Change and Educational Developments

The final ruling Nizam of Hyderabad, Mir Osman Ali Khan, directed efforts toward educational modernization. This push had a definite influence on the Mulki-Non-Mulki conflict, the dispute over whether people from the Indian subcontinent or from abroad should be admitted to the administrative services of Hyderabad. The founding of Osmania University in 1918, with Urdu as the medium of instruction, was an unprecedented step in providing higher education to the people of Hyderabad.
Despite this effort, language policy was still influenced by Non-Mulki officers from North India. Their preference was for Lakhnavi Urdu (the standard dialect spoken in North India) over Deccani Urdu, which led to the next set of linguistic tensions between Mulkis and Non-Mulkis. This divide further reinforced the perception that Non-Mulkis were imposing their cultural and linguistic dominance over the native population.

Academic Institutions and Employment Disparities

The academic institutions of the Nizam were divided by their educational policies, which resulted in employment inequalities that were made worse by the divisions.

Osmania University

In spite of its educational success, Osmania University was unable to turn out a sufficient number of government officers, and the Telangana region continued to depend on Non-Mulki officials. Most of the Mulki students attended Osmania University, and they were limited in the kinds of government jobs that they could get because of their relatively low proficiency in English.

Nizam College

In contrast, students from Nizam College, which taught in English, were well-prepared for the kinds of government jobs that paid very well and had a lot of status attached to them. Non-Mulki graduates of Nizam College went into government service instead of private enterprise in huge numbers and with vast success. They got all of the good appointments and rewards, while very few Non-Mulkis plummeted into the world of poverty. Mulkis were left way behind.

Cultural and Political Developments: Rise of Deccan Nationalism

The Mulki-Non-Mulki issue gradually transformed into a much larger cultural and political movement. Growing resentment about the perceived Non-Mulki dominance in government and society was fostering a new Deccani identity that aspired to preserve the cultural and political essence of the erstwhile Hyderabad state.

The Concept of Deccan Nationalism

Among the early champions of Deccan nationalism was Dr. Jorey, a professor at Osmania University. He advocated for the cultural and political self-determination of the people of this region. Several other professors at Osmania University also lobbied for the Deccani language, literature, and identity, helping to uphold the Mulki movement.

Idara-E-Adabiath-E-Urdu Library (1930)

This institution, founded in 1930 by the scholars of Osmania University, became the intellectual and literary hub for Deccan Nationalism. It published works that asserted the uniqueness of the Deccan, lobbying for Mulki rights and the preservation of its cultures.

Political Slogans and Mobilization

The masses were mobilized by Deccan Nationalist leaders with the slogan: “Long live Nizam, the royal embodiment of Deccan Nationalism.” The movement sought to bring together diverse communities—regardless of caste or religion—under a single regional identity. It claimed for the Deccan a distinct and special status, one that was threatened by the increasing influx of Non-Mulkis and external forces.