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The recent debate about Single National Curriculum got me interested in Dr. @MariamChughtai's research background and I found her PHD dissertation titled "What produces a history textbook?". It is an in-depth study of Pakistan's educational policies in 1947-2012.
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A history textbook in Pakistan is based on seven highly influential and complex variables, and Dr Mariam Chughtai studies Pakistan's educational policies according to these parameters.
1. Religious ideology
2. Identity politics
3. Military revisionism
4. Political power
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1. Religious ideology
2. Identity politics
3. Military revisionism
4. Political power
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5. Financial vulnerabilities
6. Systemic inefficiencies
7. Past history books
She proposes the possibility that history education in Pakistan does not foster religious nationalism for the sake of religion, but uses religion as one tool amongst many to further secular,
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6. Systemic inefficiencies
7. Past history books
She proposes the possibility that history education in Pakistan does not foster religious nationalism for the sake of religion, but uses religion as one tool amongst many to further secular,
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political and nationalistic objectives.
She identifies the distinction between religious fundamentalism(scripturism, strict adherence to written commandments) and religious political extremism(political extremist’s worldview is inscribed with the text and terms of
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She identifies the distinction between religious fundamentalism(scripturism, strict adherence to written commandments) and religious political extremism(political extremist’s worldview is inscribed with the text and terms of
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religious fundamentalism), she says that Pakistani curriculum includes religious fundamentalism but not religious political extremism.
The politics of the country has occasionally tried to increase the area of overlap while the country’s culture, which is rooted in Islamic
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The politics of the country has occasionally tried to increase the area of overlap while the country’s culture, which is rooted in Islamic
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religious fundamentalism, resists religious political extremism.
After dividing the educational policies into 4 phases, one can see that 3 phases were secular in nature, in a sense that it was inclusive of minority religions and minority sects. She quotes Jinnah where he says 6/
After dividing the educational policies into 4 phases, one can see that 3 phases were secular in nature, in a sense that it was inclusive of minority religions and minority sects. She quotes Jinnah where he says 6/
that religious knowledge in schools is important to lay the foundations of an adequate philosophy of life.
Dr Mariam also stresses how teaching Islamic knowledge doesn't mean making Pakistan a theocratic state. She quotes Education Minister of Pakistan from 1947, 7/
Dr Mariam also stresses how teaching Islamic knowledge doesn't mean making Pakistan a theocratic state. She quotes Education Minister of Pakistan from 1947, 7/
Fazl ur Rehman who clearly said it is done by few quarters who want to discredit us in the eyes of the world. The policies have mainly been inclusive for minorities.
History textbook from 1955 show that there was no limitation to the scope of history in terms of religion, 8/
History textbook from 1955 show that there was no limitation to the scope of history in terms of religion, 8/
region or country.
There is also a discussion how Surah Tauba was moved from Matric curriculum to Intermediate level in 2000s as it contains Jihad content and the students needs to be mature enough to understand qitaal and other forms of jihad. They also diversified the 9/
There is also a discussion how Surah Tauba was moved from Matric curriculum to Intermediate level in 2000s as it contains Jihad content and the students needs to be mature enough to understand qitaal and other forms of jihad. They also diversified the 9/
Quranic verses in Islamic studies instead of having only Jihad related content. There is also a discussion about how various religions are represented in the whole process and nothing is written about that religion without confirmation from the person belonging to that 10/
religion in the committee. Many things about Sikh religion were corrected after getting such a feedback.
Three governments have tried promoting Islamic political extremism through education, Zia and 2 governments of Nawaz Sharif in 1990s. 11/
Three governments have tried promoting Islamic political extremism through education, Zia and 2 governments of Nawaz Sharif in 1990s. 11/
Thus, simplistic narratives around the characterization of military dictatorships and democratic governments are uninformed about Pakistan’s history.
However, this phase was an anamoly and not a characteristic of the education system at large, and was later reversed. 12/
However, this phase was an anamoly and not a characteristic of the education system at large, and was later reversed. 12/
I wanted to study her research to understand the background knowledge of the person given such an important responsibility of making a single national curriculum. We can say that given her extensive research background about educational policies in Pakistan, she is more 13/
than equipped to do this, relative to some of those who are trying to discredit her. 14/
You can read her 227 page dissertation here:
https://dash.harvard.edu/handle/1/16461056
https://dash.harvard.edu/handle/1/16461056
