A CRITICAL ANALYSIS OF CULTURAL IDENTITY AND LANGUAGE REPRESENTATION IN PAKISTAN'S CURRICULUM: A STUDY OF SELECTED TEXTBOOKS IN KHYBER-PAKHTUNKHWA

Abstract

This qualitative study critically examines the representation of cultural identity and language in Pakistan's curriculum, focusing on Pakistan Studies and Civics textbooks for grades 10 and 12. The research investigates how the curriculum constructs and promotes national identity, cultural diversity, and language, and explores the implications for social cohesion and active citizenship. Further, the findings reveal that while the curriculum aims to foster national unity and identity, its approach to cultural diversity is problematic. The textbooks oversimplify local cultures, reinforcing harmful stereotypes and perpetuating prejudices. This outdated approach neglects the complexities of Pakistan's multicultural society, potentially contributing to social fragmentation and exclusion. The study highlights the need for a more inclusive and diverse curriculum that reflects Pakistan's rich cultural heritage. Drawing on international best practices,the research suggests that incorporating multiculturalism and diversity into the curriculum can promote national identity, active citizenship, and social cohesion. The current study also recommend that the existing curriculum must be revised to really demonstrate the national, culture and language identity of the country.