The Subtle Subversion
The State of Curricula and Textbooks in Pakistan
The objective of the study was to identify problematic ontents of textbooks and to ascertain if the curriculum formulation was the source of such contents. The subjects chosen were those which can offer a greater space for political and ideological manipulation......
The first known work on the deliberate distortion of history for ideological reasons was from Pervez Hoodbhoy and A. H. Nayyar, pointing out the policy directive that had brought about the change and the subsequent distortions entering the Pakistan Studies textbooks, the foremost target of the process of Islamization of education.......
In another famous book on the subject, Murder of History in Pakistan, Professor Aziz analysed in detail 66 school textbooks and identified historical errors and inaccuracies......
In 1993 Rubina Saigol....She also identified such additional categories of problems in curriculum and textbooks as
'glorification of the military'.....
Our analysis found that some of the most significant problems in the current curricula
and textbooks are:
���� Inaccuracies of fact and omissions that serve to substantially distort the nature and significance of actual events in our history.
���� Insensitivity to the existing religious diversity of the nation
���� Incitement to militancy and violence, including encouragement of Jehad and Shahadat.
���� Perspectives that encourage prejudice, bigotry and discrimination towards fellow citizens, especially women and religious minorities, and other towards nations.
���� A glorification of war and the use of force
���� Omission of concepts, events and material that could encourage critical selfawareness among students
Outdated and incoherent pedagogical practices that hinder the development of interest and insight among students......
To give a few examples:
The books on Social Studies systematically misrepresent events that have happened throughout the Pakistan’s history, including those which are within living memory of many
people.
This history is narrated with distortions and omissions. The causes, effects, and responsibility for key events are presented so as to leave a false understanding of our
national experience. A large part of the history of South Asia is also omitted, making it difficult to properly interpret events, and narrowing the perspective that should be open to students. Worse, the material is presented in ways that encourage the student to marginalize and be hostile towards other social groups and people in the region.
The curricula and textbooks are insensitive to the religious diversity of the Pakistani society. While learning of Islamiat is compulsory for Muslim students, on average over a quarter of the material in books to teach Urdu as a language is on one religion. The books on English have lessons with religious content.
Islamiat is also taught in Social Studies classes. Thus, the entire is heavily laden with religious teachings, reflecting a
very narrow view held by a minority among Muslims that all the education should be essentially that of Islamiat.
There is a strong current of exclusivist and divisive tendencies at work in the subject matter recommended for studies in the curriculum documents as well as in textbooks.
Pakistani nationalism is repeatedly defined in a manner that excludes non-Muslim Pakistanis from either being Pakistani nationals or from even being good human beings.
Much of this material runs counter to any efforts at national integration.
The Constitution of Pakistan is cited but misinterpreted, in making the reading of the Qur'an compulsory in schools. The Constitution requires the compulsory reading of the
Qur’an for Muslim students alone, but in complete disregard of this restriction, it is included in the textbooks of a compulsory subject like Urdu which is to be read by
students of all religions. The Class III Urdu textbook has 7 lessons on Nazra Qur'an and its translations. The Urdu and Social Studies curricula even ask for all the students to be
taught Islamic religious practices like Namaz and Wuzu.
http://www.teachereducation.net.pk/reports/rp22.pdf