Disrupting Hegemony: A Critical Theory Perspective on the National Curriculum of Pakistan

• In Event: A South Asia exploration of shadow education, decolonization concepts in libraries and curriculum, and transformational leadership

Proposal

Educational opportunities in Pakistan exhibit significant disparities, characterized by regional variations, rural-urban distinctions, gender disparities, socio-economic differentials, variations in medium of instruction, curricular discrepancies, ideological divides, and differences in school systems. UNICEF has identified Pakistan as having the second highest number of out-of-school children globally. To address the deep-rooted disparities within the education system and standardize the educational curriculum across all school systems in Pakistan, the Single National Curriculum (SNC) was introduced in August 2021, subsequently renamed the National Curriculum of Pakistan (NCP) in September 2022. This uniform educational framework has garnered substantial attention and support due to its potential to bridge the gaps within the fractured education system in Pakistan. Nevertheless, despite the perceived promise of the NCP, it is imperative to critically examine the underlying factors contributing to educational inequity that remain unaddressed by the policy. This proposal aims to conduct a comprehensive study from a critical theory perspective to understand the hegemonic power structures embedded within the National Curriculum and their impact on educational equity and social justice. By identifying and challenging dominant discourses and power dynamics, this research seeks to contribute to the development of a more inclusive and emancipatory educational framework.
Drawing on critical theory literature and scholarly sources, this study undertakes an examination of the curriculum’s ideological foundations. It investigates how dominant discourses, power dynamics, and societal norms are reinforced through educational content and pedagogy. The notion of a standardized curriculum is rooted in the political aspect of education, as it aims to promote societal assimilation by homogenizing the population. This process of indoctrination steers students to unquestioningly embrace a specific doctrine, religious or political (Torwali, 2020). By aligning with the banking concept of education, the implementation of a standardized curriculum transforms students into passive recipients by attempting to control their thinking abilities and inhibiting their creative potential (Freire, 1970). While the concept of a standardized curriculum seems appealing as a solution to address issues of inequality, it neglects the diverse nature of the population. Instead, it serves as a political maneuver intended to impose homogeneity and advance a particular ideology. Rather than effectively addressing the fundamental educational challenges related to inequality, the standardization process primarily serves to perpetuate existing power dynamics.
The critical analysis commences by exploring the historical and sociopolitical context of Pakistan, acknowledging the lasting impact of colonization and the subsequent postcolonial power dynamics that shape the curriculum. The British colonial period, which lasted from the mid-19th century until 1947, left a lasting imprint on Pakistan's educational framework. During this period, the British established a system of education that prioritized English language proficiency and the propagation of Western knowledge. Consequently, indigenous languages, cultures, and knowledge systems were marginalized and devalued. Today, the legacy of British colonial education continues to influence the NCP, notably in terms of the elevated status accorded to English and Western-centric subjects. Another significant aspect of colonization's impact on the NCP is the cultural hegemony imposed by the colonizers. The predominance of Western culture and values in education has perpetuated the marginalization and erasure of local cultural practices, languages, and histories. This cultural bias poses a significant challenge for the development of a curriculum that is inclusive, representative, and relevant to Pakistan’s diverse population. Therefore, the NCP, faces the challenge of reconciling the need for a standardized curriculum with the imperative of respecting and preserving Pakistan's rich heritage.
A central aspect of the critical analysis involves the examination of knowledge production and representation within the National Curriculum. It examines the selection and omission of content, highlighting the presence of ethnocentrism, cultural homogeneity, and the neglect of marginalized communities and their histories. The central emphasis placed on Islamic teachings, the promotion of a homogenous nation, and the insistence on Urdu as a subject, ideology, and medium across all textbooks within the curriculum is brought to the forefront. The curriculum's pronounced emphasis on forging a collective identity compromises the values of diversity, empathy, and coexistence. To foster social justice and mutual respect, it is crucial recognize the equal legitimacy of each group's values, traditions, and beliefs, and ensure that educational practices reflect cultural diversity. It is imperative that this policy initiative acknowledges the significance to revitalize regional languages and ensure their inclusion in the curriculum as language plays a crucial role in both cultural identity and social cohesion. Consequently, the implementation of the National Curriculum demands an inclusive and decolonized approach that acknowledges and celebrates Pakistan's rich heritage.
The findings of this research call for a paradigm shift in the design and implementation of the National Curriculum of Pakistan. To achieve this, it is essential to decolonize education by challenging dominant discourses and centering the voices of marginalized communities. The study offers recommendations aimed at fostering a more equitable educational environment, including the adoption of critical pedagogical approaches, the recognition and integration of diverse knowledge systems, and the inclusive representation of historically marginalized communities. Moreover, the study advocates for comprehensive teacher training programs that foster critical consciousness among educators, empowering them to facilitate transformative learning experiences. Such reforms are deemed crucial in redressing systemic inequities and promoting educational practices that prioritize inclusivity, empowerment, and social justice.
In conclusion, this paper highlights the significance of adopting a critical theory perspective to challenge the dominant structures embedded within the National Curriculum of Pakistan. By questioning cultural biases and disrupting hegemonic narratives, an inclusive and liberating curriculum can be envisioned. Such a curriculum holds the promise of fostering critical consciousness, advancing social justice, and cultivating educational equity. The recognition of the limitations inherent in the present curriculum and the proposition of transformative reforms contribute to the wider discourse on curriculum development and educational reform in Pakistan. As a result, this research acts as a catalyst for encouraging critical examination of curricular practices and advocating for meaningful changes in educational policies and approaches, aiming for a more equitable and just educational system.

Author

• Maha Shoaib, International Education Policy Department, University of Maryland, College Park