Biased Textbooks, Marginalized Minorities: Curriculum That Breeds Intolerance

By Junaid Qaiser

Pakistan’s education system has long faced criticism for its poor quality and biased curriculum, which many believe fosters intolerance, especially towards non-Muslims. The government-mandated curriculum often includes content that promotes a narrow worldview, reinforcing prejudices against religious minorities and emphasizing rigid interpretations of Islam. Textbooks frequently contain derogatory references to non-Muslims, particularly Hindus and Christians, and glorify violent conflicts in the name of religion.

This educational bias not only marginalizes minorities but also encourages a culture of intolerance that can incite hostility and violence. The exclusion of diverse perspectives in subjects like history and religious studies further entrenches an “us versus them” mentality, hindering social cohesion and pluralism. International observers, particularly from Western countries, have expressed concern about the long-term effects of such a curriculum, noting its potential to breed extremism, hinder democratic values, and undermine efforts to promote peace and tolerance.

Reforming Pakistan’s curriculum has been a topic of debate, but resistance from conservative elements and religious groups has slowed progress. Nonetheless, addressing these issues is critical to creating a more inclusive and peaceful society, where individuals of all backgrounds can coexist without fear of persecution or discrimination.

A report by the Brookings Institution highlights the significant impact of Pakistan’s poor public education system on the country’s socio-economic and security landscape. The lack of access to quality education, particularly for young Pakistanis in underprivileged areas, creates a vacuum that limits economic opportunities and leaves many vulnerable to exploitation by extremist groups. This systemic failure in education makes it easier for militant organizations to recruit disillusioned youth who have few prospects for a better future.

Interestingly, the report suggests that while madrassas (religious schools) are often blamed for fueling extremism, they are not the primary risk factor. Instead, the broader issue is the poor state of public education, which fails to provide critical thinking skills, proper job training, or a well-rounded worldview. As a result, many young people, especially those from disadvantaged backgrounds, are left with few alternatives and can be swayed by radical ideologies.

The U.S. report underscores the need for Pakistan to prioritize reforms in its public education system. Improving access to quality education would not only help uplift economic opportunities but also serve as a crucial step toward curbing extremism by empowering the next generation with the skills and knowledge needed to resist militant influence and contribute positively to society.

Researchers have identified low enrollment rates in Pakistan’s public education system as a key risk factor contributing to violence and militancy. Despite a high demand for education, the government’s capacity to meet these needs is woefully inadequate. This educational gap leaves millions of young Pakistanis without proper schooling, increasing their vulnerability to recruitment by extremist groups.

Compounding the issue is the rampant corruption within Pakistan’s public school system. Many teaching positions are awarded as political favors rather than based on merit, and teachers are often paid regardless of whether they actually show up to teach. This lack of accountability not only diminishes the quality of education but also perpetuates a system where students are deprived of even basic learning opportunities.

Rebecca Winthrop, a scholar with the Center for Universal Education at Brookings, emphasized that the structure of the education system is inadvertently supporting militancy. The failure to provide meaningful education or job prospects for a large segment of the population creates an environment where extremism can flourish. Reforming the education system—by improving enrollment, ensuring teacher accountability, and reducing corruption—is crucial to breaking this cycle of violence and militancy.

A report by Rebecca Winthrop and Corinne Graff highlights the detrimental role of curriculum and teaching methods in Pakistan’s public schools, which not only promote intolerant views but also fail to equip students with the skills needed for the modern labor market. This mismatch leaves many young people frustrated and unable to find employment, increasing their susceptibility to recruitment by militant groups. The lack of preparation for productive careers contributes to a growing pool of disaffected youth who may turn to extremism out of desperation.

Contrary to widespread belief, particularly in the West, madrasas (religious schools) are not the primary drivers of Islamist militancy in Pakistan. Winthrop and Graff point out that less than 10% of full-time students attend madrasas, making them a minor component of the overall education system. While madrasas have been frequently cited as a breeding ground for extremism, the researchers argue that this focus is misplaced. They emphasize that the real issue lies in the public education system, which does far more harm by producing poorly educated, frustrated young people with limited opportunities.

The report calls for a shift in attention, suggesting that reforming the public school system is far more crucial to improving education quality and stability than targeting madrasas. Addressing the flaws in public education—such as the biased curriculum and ineffective teaching—would have a much greater impact on preventing militancy and fostering long-term peace.

The Brookings researchers highlight significant issues with the curriculum in Pakistan’s public schools, pointing out that many textbooks are riddled with historical distortions and promote intolerance, particularly against India and Hindus. The inclusion of hate material fosters prejudice, bigotry, and discrimination not only toward neighboring countries like India and the U.S., but also against women and religious minorities within Pakistan. By perpetuating animosity toward others, the curriculum entrenches a divisive worldview among students.

A major concern is the curriculum’s omission of critical social issues. Pakistani textbooks fail to address pressing domestic problems such as honor killings, blasphemy laws, hudood laws, child labor, and practices like stoning to death (rijam) for adultery. This leaves students unaware of significant local and provincial challenges, hindering their ability to engage with or seek solutions to societal injustices. As a result, young Pakistanis are not educated about the realities of their own country’s social and legal frameworks.

Moreover, the social studies textbooks do not provide genuine education but rather focus on indoctrination. They omit key historical facts, especially regarding the political and military history of Pakistan. Students are often kept in the dark about the actions of military dictators, and the role of these regimes in stunting the growth of democracy is glossed over or ignored entirely. This selective presentation of history leaves students with a skewed understanding of their country’s past and prevents critical thinking, which is essential for fostering democratic values and societal progress.

Reforming the curriculum is necessary to promote tolerance, historical accuracy, and awareness of critical social issues, helping to create a more informed and empowered future generation.

The depiction of human rights, women’s rights, and minority rights in Pakistan’s textbooks is deeply problematic, as these issues are largely absent from the curriculum. The contributions and sacrifices of minorities for Pakistan are completely overlooked, and minorities are often presented as inferior entities who owe their limited rights to the generosity of the Muslim majority. This portrayal denies minorities their rightful status as equal citizens of Pakistan and instead frames them as second-class citizens, granted favors by the Muslim population.

These textbooks are filled with hate speech against non-Muslims, portraying them as inherently evil or inferior. This narrative fosters a deeply divisive and intolerant mindset in young students, framing non-Muslims as perpetual enemies of Islam, rather than as people who have coexisted with Muslims for centuries in many regions. The curriculum reinforces the idea that non-Muslims are extremists, and that their societies are based on injustice and cruelty, while Islam is portrayed as the only source of peace and brotherhood. This kind of content not only distorts history but also reinforces harmful stereotypes, further isolating and demonizing religious minorities.

Additionally, the textbooks frequently emphasize that non-Muslims, particularly Christians, harbor malice and hatred toward Muslims, often referencing the Crusades as evidence of this ongoing enmity. The narrative suggests that non-Muslim countries are enemies of the Muslim world, while Muslim countries are portrayed as natural allies. This framing fosters a sense of us versus them and promotes the notion that Muslims can only find true fraternity and peace among other Muslims.

To foster peace and a harmonious society, it is critical to reduce these hateful and divisive elements in the curriculum. Including stories of love and amity between Muslims and non-Muslims, based on historical truths, could help counteract the deeply ingrained biases and promote tolerance. The current approach of vilifying non-Muslims not only damages interfaith relations but also hinders Pakistan’s progress toward becoming an inclusive and peaceful society.

Dr. Pervez Hoodbhoy, in his article for Foreign Affairs, highlights a significant concern regarding Pakistan’s education system, stating that it is not only madrassas but mainstream schools that are producing young people with zealotry and an inclination toward jihad and martyrdom. This sentiment is echoed by Daniel Markey, a Senior Fellow at the Council on Foreign Relations (CFR), who argues that Pakistan’s textbooks exacerbate the problem of extremism rather than moderating public views. The curriculum, heavily focused on past historical narratives, fails to encourage students to engage with the present or envision a progressive future, leaving them trapped in outdated, rigid ideologies.

A number of prominent scholars, including K. K. Aziz, Dr. Pervaiz Hoodbhoy, Rubina Saigol, Dr. A.H. Nayyar, Dr. Ayesha Jalal, Zafarullah Khan, and Ahmad Salim, have pointed out factual inaccuracies and confusing ideas prevalent in these textbooks. These materials often contain historical distortions and hate-filled rhetoric, which perpetuate intolerance and undermine critical thinking. The scholars argue that this approach stifles the development of democratic thinking and promotes an exclusionary, intolerant worldview.

The democrats and concerned citizens in Pakistan share a growing consensus that the current educational content is a major hindrance to achieving the vision of a moderate, liberal democratic state. The curriculum, rather than fostering inclusive and democratic values, instills rigid ideologies that are incompatible with the principles of democracy. The need for reform is urgent: policymakers must revisit the curriculum to remove factual mistakes, hate speech, and confusing ideas, ensuring that students receive an education that encourages critical thinking, tolerance, and a forward-looking perspective.

Without these reforms, the goal of transforming Pakistan into a democratic society will remain elusive, and the education system will continue to contribute to the radicalization of future generations.

The U.S. administration, through the U.S. Agency for International Development (USAID), has made significant financial contributions to improving Pakistan’s education system. This non-military aid, allocated annually by the U.S. Congress for Pakistan, is a crucial investment aimed at enhancing the quality of education in the country. Rajiv Shah, the former head of USAID, emphasized the importance of education in promoting economic growth, security, and stability, stating that “a high-quality education system prepares its students to participate in and contribute to economic growth.”

USAID has consistently supported Pakistan’s efforts to reform and strengthen its education sector, recognizing that a well-educated population is essential for long-term development and stability. The aid is directed toward initiatives such as improving school infrastructure, teacher training, and curriculum development, which can help Pakistan address its current educational challenges. By focusing on education reform, the U.S. hopes to empower Pakistani youth with the skills and knowledge needed to pursue better opportunities, ultimately contributing to national progress and reducing the appeal of extremist ideologies.