There are many nations who have been struggling with format and content of school textbooks for long. But, in Pakistan, such debate is much rising and it is at peak now a day. The content of course is related with educational and political conflict. The conflict is not a new thing and only related with education sector but it is also related with other tools as well.
The society is related with mechanism that consists of different norms and rules and visionary mindset (Shah, Tariq, & Bilal, 2013). The society’s reflection is must thing in bookish material because it is related with immediate learning at kid’s level. It is not possible that book being published but never shows anything relevant with that society.
The basic thing that is missing over here is related with influence of powerful groups over compiling of textbooks contents. The first dimension is directly related with selection of material according to codes of Islam (Shah, Tariq, & Bilal, 2013). In Punjab, Pakistan textbooks just show small perception of Islam under political agenda only to accept first line step.
The citizen consent upon Islamic teaching is limited but it showed that how these teachings are related with exact system thinking. There are many researchers dealing with final stage of content selected for textbooks. The content is related with somehow Islamic teachings and not only belief system at any level (Shah, Tariq, & Bilal, 2013).
The textbook mostly in English language also provided equal rights of non-Islamic ideology so that to give student a platform to think and to initiate discourse analysis about situation. The treatment of Islamic and non-Islamic teachings is related with biased treatment for citizen within Pakistan. The burning issues within textbooks are named as Hajj, Zakat, and Prayers at Islamic level (Shah, Tariq, & Bilal, 2013).
Further, civic participation, freedom of speech, equality debate and cultural respect is related with diversity management in non-Islamic level. The era of Ayub Khan is glaring one that had spread books from one platform to another and used in schools and colleges even after his regime.
The afore-said discussion was true till his administration but year of 1979 of Pakistan’s history was dark year for structure of books (Shah, Tariq, & Bilal, 2013). The 1979 Gender Muhammad Zia-ul-Haq who was 8th president, 3rd military dictator formulate his owned new National educational policy with so called Jihadi mindset. This was debating aspect of that time and still a daunting thing now a day as well.
The answer is still missing and educational historians are thinking about that thing with new ways but all in vein. The content of textbooks was refashioned under Islamic thoughts only and in hard shape up to some extent (Shah, Tariq, & Bilal, 2013). One cannot conclude it but it is up to you that how you grasp it and respond it in discussion board.
Shah, S. K., Tariq, W., & Bilal, M. (2013). Ideology in English Textbooks: A Case Study of Matric Level. Research on Humanities and Social Sciences, 3(11), 2222-2863.