The Thinking Historically Project Presents - Dissecting Binary Views of History in Pakistan Studies Textbooks

Gulzar Ahmad

PhD Candidate in Curriculum Studies

University of British Columbia

Presentation Abstract:

This presentation is based on a recent working paper currently under review for publication. The paper critically examines the binary view of history embedded within mandatory Pakistan Studies textbooks used in secondary and higher secondary schools in Pakistan. The binary view of history oversimplifies complex historical events and posits two opposing categories, often portrayed as good versus evil, right versus wrong, or us versus them. Such an approach oversimplifies the nuanced dynamics of history, distorting understanding and serving specific ideological purposes (Said, 1979; Duara, 1995; Wineburg, 1999; Apple, 2014). The paper specifically examines the ideological, pedagogical and historiographical aspects of the binary view of history.

The paper traces the evolution of history education in Pakistan, emphasizing the significant shift from conventional history teaching to the compulsory Pakistan Studies course initiated in the early 1970s. This transition was ideologically motivated by a shift from the two-nation theory—which highlighted irreconcilable Hindu-Muslim identities—to an exclusive emphasis on Islam as the primary marker of Pakistani national identity. By integrating geography, history, religion, and culture, Pakistan Studies was designed to construct a cohesive national identity, reinforcing a binary distinction between ‘us’ (Islamic Pakistan) and ‘them’ (Hindu India).

Subsequently, the paper explains a conceptual framework designed to analyze binary narratives within historical discourse. Applying Fairclough’s three-dimensional model of a discourse, the findings reveal that textbook narratives predominantly downplay nuances in the history of Pakistan centered on three key themes. These themes include: the creation of a Muslim-majority Pakistan as a historical inevitability, recreating and reimagining the founders of Pakistan along religious lines and selective remembering and forgetting in history. These themes are presented through questions designed for students in the textbook with predetermined answers, thereby discouraging critical discussion and promoting rote reproduction of selective historical narratives.

The paper concludes by recommending a diversification of the curriculum and textbook narratives. This approach aims to facilitate more balanced and inclusive text or content in the textbooks, representing diverse perspectives and reducing reliance on fixed historical binaries, particularly the Hindu-Muslim dichotomy. In a country where over 65 percent of the population is under the age of 30, this paper aims to contribute meaningfully to the development and dissemination of school textbooks that foster critical and self-reflexive thinking. By encouraging students to compare divergent viewpoints, analyze causes and effects, and understand the complexities of historical events, the paper seeks to move beyond reductionist and biased portrayals of history, ultimately promoting a more nuanced and inclusive historical consciousness.