Transcript Education and Religious Discrimination in Pakistan

Education and Religious Discrimination in Pakistan:
Relating Textbooks Portrayal with Attitudes of
Students Towards Religious Diversity
In collaboration with International Center for Religion and
Diplomacy
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and
Madrassas"
Context
Education has served as a vehicle to use religion as a single force to
unify the social, cultural, linguistic, ethnic and geographic diversity of
Pakistan – often to the extent of exclusion of religious minorities.
“The Subtle Subversion: The state of Curricula and Textbooks in
Pakistan” by A.H Nayyar and Ahmad Saleem (2003) was landmark
study, which found that textbooks reflect; insensitivity towards
religious diversity, incitement of militancy and violence, glorification
of war, factual inaccuracies, omission of historical events and so on.
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
2006 Curricula Reforms
The Subtle Subversion .. Inspired 2006 reforms. Curricula for public
school system was dramatically altered – guidelines issued to
eliminate; biases, historical revisionism, and religious exclusivity,
compulsory teaching of Islam to non Muslims.
Social studies, 4-5: greater incorporation of the respect for tolerance
and diversity
History 6-8: Recommended two out of 15 chapters on pre-Islamic
history – also suggest to ‘discuss the role played by religious
minorities in creation of Pakistan’.
Pakistan Studies, 9-10: Inclusion of the concepts of tolerance and
respect for diversity, excessive criticism of India has been reduced,
and effort appears to have been made to reduce material prejudicial
towards the non-Muslims of pre-partition India
Compulsory subjects: Social and Pakistan Studies and Urdu – measures
taken to reduce the Islamic content
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
However six years after reforms, we analyze the textbooks
again and find no real change.
The current study recently published under the title
Connecting the Dots: Education and Religious
Discrimination in Pakistan is a follow up of Subtle
Subversion and analysis of the Post-reforms textbooks. It
also extends the analysis to include the attitudes of
teachers towards non Muslims and the influence of
textbooks and teachers on the attitudes of students. It
covered both Public Schools and Madrassas. Through case
studies, it also analyzed the discrimination experienced by
non Muslim students in public schools.
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Methodology
Textbooks analysis – all Textbook Boards
Interviews/FGDs with students and teachers
Case studies of discrimination faced by non
Muslim students
Interviews with education experts
Covered Madrasa education alongside public
schooling
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Textbook analysis
A total of 107 textbooks for grades 1-10
produced by the four provincial Textbook
Boards.
Following subjects were covered; Urdu, Social
Studies, Pakistan Studies, Islamic Studies
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Findings
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
1- Compulsory teaching of Islam
• Integrated textbooks for grades 1-3 combine lessons on Urdu, Social
Studies and Islamic Studies into one book – taught to all including
non Muslim students.
• ‘Meri Kitab’ for grade 1, Punjab (2010-11), contains seven lessons on
Islamic sermons out of total 16, with further instructions to the
teachers to inculcate Islamic values in the minds of students.
• Islamic contents in Urdu lessons
Textbook Board
Grade
Lessons with Islamic contents
Total lessons
Balochistan
3
10
40
Sindh
4
10
36
Balochistan
5
8
38
Sindh
6
9
33
Punjab
1-10
96
362
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Portrayal of non Muslims: Positive and neutral
Although less frequent, there are passages in various
books with positive or neutral representation of
minority religions/non Muslims. These could be
divided into four categories;
1- Promoting tolerance within Islam
2- Recognition of past historical harmonious
relationships
3- Description of equality under the law
4- Accurate representations of non Muslim religions
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
2- Portrayal of non Muslims: Derogatory
With some exceptions, the overall portrayal is
derogatory.
They are often portrayed as second-class citizens.
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Hindus
Grade
Board
Extract from Social Studies
4
KPK
Muslims treated Hindus in [a] very good manner despite that Hindus used to
maintain deep animosity against Muslims.
5
KPK
…But Hindus never cooperated with Muslims. They were not ready to accept
the existence of Muslims in the subcontinent. Due to this, the social, religious
and political differences between Muslims and Hindus persisted and there
was a growing concern towards partition.
6
Punjab
“Before the Arab conquest the people were fed up with the teachings of
Buddhists and Hindus.”
“The foundation of [the] Hindu set up was based on injustice and cruelty. The
system of Islam, which was based on justice, equality and brotherhood as
described earlier, impressed a lot to the Hindu culture and set up.”
8
Balochist “All those who created the Two Nations Theory were primarily the supporters
an
of Hindu-Muslim unity. However, what made them to take first steps towards
the preservation of a separate Muslim identity was the racist mentality of
Hindus.”
10
(Pak
Studi
es)
KPK
Hindus were against the creation of Pakistan. Despite their utmost
opposition, when Pakistan was created, they used all means to weaken and
harm Pakistan.Based
Hindus
in
on “Connecting
the Dots: Education
and
Religious
Discrimination
in Pakistan
the ‘East Pakistan’ started mobilizing
their– Afellow citizens against the ‘West
Study of Public Schools and Madrassas"
Christians
“Christian Missionaries took full advantage of the British occupation of
Asia and under their patronage started converting people of different
religions to Christianity.” [Social Studies, Sindh, 8th]
“Under Muslim reign in Jerusalem, Muslim ruler’s [sic] treatment with
non-Muslims, including Christians and Jews was very fair and just.
They have always provided Christians [sic] full protection and had
granted them all rights they deserved, but Christians never
appreciated nor liked Muslim rule on Jerusalem… They provoked
Christian to fight against the Muslims by inciting that, those who will
die in a battle against Muslim will have reward and their all sins will
be forgiven. [sic]” [Social Studies, Punjab, 7th]
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Sikhs
While the instance of derogatory portrayals of Sikhs was relatively low, when they
were mentioned, they were depicted in a negative light.
“The British and Sikh soldiers insulted the Muslim women and killed the children. Great
numbers of Muslims were forced to vacate Delhi and only one-fourth of the total
Muslim population remained in the city.” [Social Studies, Sindh, 8th]
“… Hindus and Sikhs had started [a] massacre in the Muslim settlements in Bharat (the
new name of India after partition). In order to protect their lives, property and
honor, 12.5 million Muslims started migrating to Pakistan.” [Social Studies,
Balochistan 8th]
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Jews
“Some Jewish tribes also lived in Arabia. They lent money to
workers and peasants on high rates of interest and took
over their earnings. They held the whole society in their
tight grip because of the ever-increasing compound
interest…In short, there was no sympathy for humanity.
People were selfish and cruel. The rich lived in luxury and
nobody bothered about the needy or those in sufferings.”
[Social Studies, Punjab, 7th]
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Omission and distortion of history
There is a persistent omission of the role played
by religious minorities in the creation,
progress and defense of Pakistan in most of
the subjects.
Historical events are reported with biases as
well as inaccuracies
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
3- Pakistan as Islam and under threat
• Islamic identity as the defining characteristic of Pakistan
• Defending Pakistan is defending Islam since both are under threat –
implicit meanings could be inferred that minorities are threatening;
“Pakistan is an Islamic country and Muslim citizens are brothers to one
another.” [Social Studies, Punjab, 4th]
“To keep the Islamic identity and existence it is necessary for our country
to safeguard religion and its values. Pakistan is the only country
which came into being in the name of Islam.” [SS, Punjab, 5th]
“Islamic society was devoid of every kind of evil, but gradually the
Muslims began turning away from the Islamic principles and unIslamic ways popularized, which became one of the reasons of
Muslim downfall.” [Pak Studies, Punjab, 9-10th]
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
“The foreign cultures are leaving deep influence over the Islamic values
because of the electronic media. There is every danger that we may
lose our cultural identities. In such circumstances and because of the
vast changing cultural and religious situations, it is necessary for us
that we must fully defend our political borders, take care of our basic
views with love and devotion for Islam. This can ensure the safety of
our country. The anti-Islamic forces are always trying to finish the
Islamic domination of the world. This can cause danger for the very
existence of Islam. Today, the defense of Pakistan and Islam is very
much in need. It is more needed today because Pakistan is the only
Islamic country which is an atomic power. Some people call this
atomic power of Pakistan as Islamic bomb. Today, all the anti-Islamic
powers look at Pakistan in such a way that we may remain away and
aloof from the leadership of the Islamic world… The spirit of jihad
may be inculcated among the people and Islamic viewpoints may be
propagated.” [SS, Punjab, 5th]
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Attitudes of students:
Methodology
• Individual, semi-structured in depth qualitative interviews
and FGDs
• 70 individual interviews (42 males, 28 females)
• 87 students participated in 12 FGDs in four provinces
• Analysis is based on the views expressed by 157 students
of Grades 8-10.
Themes:
Views about other religions, citizenship rights, identity, social and
personal interaction, sectarian diversity, Jihad
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Identity : Who lives in Pakistan?
Responses were almost always in terms of religious identity.
Muslims, non Muslims and some referred to sectarian diversity.
While this reflect the awareness of religious diversity, also implies
the reduction of identities into single religious identity – closely
in-line with the ‘religio-nationalism’ constructed in the textbooks.
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Citizenship: Are non Muslims living here citizens of Pakistan?
Almost 60% of the respondents said they are citizens of Pakistan.
Some also said they are good citizens.
“Yes, they love Pakistan and consider it as their own land.”
Some of these students however didn’t consider them good/equal
students
“No, they are not good citizens, because they are not doing anything for us
[Pakistanis].” — Male Student (Punjab)
“No, they are not equal. We shall respect them but can’t have extended and equal
relationships with them as they belong to ‘other’ religions.” — Male Student (KPK)
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Slightly less than half didn’t consider them Pakistani
citizens because of their religion.
“Although non-Muslims are living in Pakistan, I don’t accept them as Pakistani
because they don’t believe in Islam.” — Female Student (Punjab)
“No, there are separate countries for separate religions where they can spend
their life with freedom. So they should go there.” — Male Student (Punjab)
“No, they are outsiders. When their children are born, they teach them their
religion and their language. In my view, if the child is born in Pakistan,
he/she should be Muslim.” — Male Student (KPK)
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Can minorities play a role in the development of Pakistan?
While the majority of the students stated that minorities can play a
constructive role in the development of Pakistan through education
and hard work, a significant number of respondents contested this
possibility – primarily because they suspected their patriotism and
loyalties.
“They can’t do that as they are jealous of Pakistan and they can’t play their role; they
are just living in Pakistan.” — Female Student (Punjab)
“No, they can’t play any role. All they would do is to work for their personal gain;
however, they won’t work to make the country safe or lead it towards progress. I
know this because they are non-Muslim.” — Male Student (KPK)
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Views about other religions
• Contradictory views about other religions.
• Many students suggested both Islam and their teachers urge them to
respect religious minorities.
• Many of those who had minorities students in the class had good
opinions of them.
• Nonetheless the apparent messages of respect, when probed further,
were supplemented by negative views of other religions – particularly
Hindus, Jews and Ahmadis.
• In many instances, respect was aimed at converting non Muslims into
Islam.
• Overall the perception of Christians was better, however, often
associated with low social status and derogatory terms.
• While some students expressed desire to have good relations with
minorities, most students viewed the relationships between Muslims
and non Muslims with animosity.
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Interaction with non Muslims
Do you have you any non Muslim friend? If not, why?
More than half didn’t have any non Muslim friend – primarily because they
don’t have non Muslims in their neighborhood or in class. Many students
however, opted to not befriend;
“I don’t befriend non-Muslims because they belong to other religions.” — Male Student
(Punjab)
“I don’t want any friendship with non-Muslims.” — Male Student (Punjab)
“I don’t have any non-Muslim friend as my parents don’t like it.” — Female Student
(Sindh)
Or the motivation for befriending is to convert them into Islam
“There was one friend but not anymore. We tried to convert him to Islam so that Allah
is pleased. As a friend he was very good but he didn’t convert.” — Male Public
School Student
“I don’t have any non-Muslim classmate; otherwise I would have spent time with her so
that she wouldn’t feel herself alone in the society. Such behavior can impact on
their lives and they might convert to Islam.” — Female Student (Punjab)
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
For those who didn’t have non Muslims around them, nearly half said
they would befriend them if given the opportunity;
“I would like to befriend non-Muslim students if they have a good
attitude.” — Male Student (Sindh)
Others indicated that they would not befriend religious minority
students due to various degrees of intolerant attitudes;
“They are different from us in every sphere of life.” — Male Student (Sindh)
“I wouldn’t befriend them as they are not trustworthy.” — Male Student (Sindh)
“No, because I and my parents have doubts that they [religious minorities] attract
[Muslims] towards their religion.” — Female Student (Sindh)
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Comparative religions
• Half of the students said they are not taught comparative religions
• Half, however, said their teachers tell them various historical
events and stories about other religions.
• These formal/informal lessons were nonetheless reported to be
aimed at establishing Islam as the dominant and only true religion.
“Yes, they say that Islam is right by comparing with other religions” Female student (Sindh).
“Yes, the teachers did the comparison of various religions in class.
The teachers told us about the injustice done by other religions” –
Female student (Punjab).
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"
Conclusion
Despite the 2006 Reforms textbooks continue to be
discriminatory against non Muslims
Attitudes of the students resonate the educational
discourse
Identities are reduced to singular religious identity
which then serves as the basis for discrimination in
terms of citizenship rights and social interaction.
Explicit message of hatred are present in textbooks
as well as in the attitudes of students.
Based on “Connecting the Dots: Education and Religious Discrimination in Pakistan – A Study of Public Schools and Madrassas"