The Thinking Historically Project Presents - Dissecting Binary Views of History in Pakistan Studies Textbooks
Date
Thursday July 31, 20252:00 pm - 3:30 pm
Location
Education Library, Duncan McArthur HallGulzar 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.
Join The Gender & Sexualities Alliance for the 2025 Kingston Pride Parade
Date
Saturday June 14, 202511:00 am - 3:00 pm
The Faculty of Education’s Genders and Sexualities Alliance (GSA) will be participating in the Pride Parade Saturday, June 14. Come join!
• Meet: Memorial Centre Track (Look for Queen’s GSA group)
• Meet Time: 11:00-11:30
• Route: Parade goes from memorial centre down Princess St to Confederation Basin
More info on Pride at Queen’s can be found in the Gazette Article.
Meet Dr. Amy Burns: Queen’s New Dean of Education is Ready to Listen, Learn—and Lead
When Dr. Amy Burns steps into Duncan McArthur Hall this summer, she won’t be bringing a long list of sweeping changes. Instead, she’s bringing curiosity, a collaborative spirit, and a well-worn suitcase full of leadership experience, educational insight, and a lifelong passion for teaching.
Amy Burns
Amy Burns
Dean of Education, and Professor of Educational Policy and Leadership
she/her
Educational Policy and Leadership
BFA and B.ED (University of Lethbridge), MA and PhD (University of Calgary)
To make an appointment with Amy, please send an email.
Dr. Amy Burns is Dean of the Faculty of Education and a Professor of Educational Policy and Leadership at Queen’s University. Her research centers on the lived experiences of those in educational systems, particularly on the narrative experiences of those who hold formal leadership positions within those systems. Her areas of expertise lie primarily within poststructural feminist theory and the impact of gender, gender diversity and feminism on women in leadership. As part of her commitment to the examination of educational systems, she also engages in research on teaching and leadership in unique educational environments including rural and remote education, community-based education and non-traditional educational sites. She is co-editor of three books including Women Negotiating Life in the Academy – A Canadian Perspective; Leading with heart: Enacting self-care, collective care and justice and Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic. Prior to joining postsecondary education, Amy enjoyed almost 20 years as a K-12 educator and leader.
Research Interests
- Women in leadership
- Feminist theory/research
- Educational leadership
- Educational policy
- Leadership development
- Teacher education
Selected Publications
Burns, A. (2025). Don’t worry, she’ll do it: Martyrdom as leadership for women in the academy. In M. Drinkwater and Y. Waghid (Eds.), The Bloomsbury Handbook of Ethics of Care in Transformative Leadership in Higher Education (pp. 140-155). London: Bloomsbury Academic.
Danyluk, P., Burns, A., Poitras Pratt, Y., Wessel, S., James Thomas, S., Trout, L., Lorenz, D., Kendrick, A., Kapoyannis, T. Crawford, K., Lemaire, E., Hill, J., Bright R., Burleigh, D., Weir, C., Hill, S.L., & Boschman, L. (2024). Weaving Indigenous knowledges into the classroom as a tool to combat racism. Journal of Contemporary Issues, 19(1), 25-58 https://journals.library.ualberta.ca/jcie/index.php/JCIE/article/view/29628
Burns, A., Taylor, L.K., Hamilton, E.R., & Leonard, A.E. (2023). The COVID Conversations: Insights Gained through a Collaborative Self-Study of Four Women Academics during the COVID-19 Pandemic. The Teacher Educator, 59(3). https://doi.org/10.1080/08878730.2023.2273368
Leonard, A.E., Burns, A., Hamilton, E.R., Taylor, L., & Tanck, H. (2023). Place as teacher: Community-based experiences, third spaces, & teacher education. Studying Teacher Education, 20(2), 214-235. https://doi.org/10.1080/17425964.2023.2250822
Adams, P. & Burns, A. (2023). What should teacher education be about? Initial comparisons from Scotland and Alberta. Teaching Education, 34(4), 403-419. doi: 10.1080/10476210.2023.2166918
Burns, A., Danyluk, P. Nickel, J., Kendrick, A., Kapoyannis, T., & McNeilly, E. (2022). Aligning goals for certification and professional growth: Building cooperation among Bachelor of Education programs in Alberta. Alberta Journal of Educational Research, 68(1), 103-118. doi: https://doi.org/10.11575/ajer.v68i1.70703
Burns, A. (2020). Living with heart: Self-care, collective care, and justice. In A. Burns & M-A. Mitchell-Pellett (Eds.), Leading with heart: Enacting self-care, collective care and justice. (pp. 133-139). Word and Deed Publishing.
Burns, A. (2020). Bringing my past into my future as a woman in the academy. In S.E. Eaton & A. Burns (Eds.), Women Negotiating Life in the Academy – A Canadian Perspective. (pp. 3-14). Springer. doi: 10.1007/978-981-15-3114-9