Abstract
This study investigated teachers’ perspectives on the thematic area of Pakistan national identity in
relation to the curricular reform (2006) and the subsequently revised Citizenship Education (Pakistan
Studies) textbooks introduced in the secondary schools in Punjab in 2012. Semi-structured interviews
were conducted with twenty-seven Pakistan Studies teachers from secondary schools. Using a
framework based on three conceptions of Pakistani national identity, that is, the Islamist, the pluralist,
and the nation–statist, data were analysed—which revealed that teachers had different interpretations
of what Pakistan Studies should be and what kind of Pakistani national identity it should promote.
However, most of the teachers’ perspectives indicated that they subscribed to an Islamic model of
Pakistani national identity more than to the pluralistic, liberal-democratic one. It is argued that there is
a need for introducing teachers to a Pakistan Studies curriculum that is faithful to, and respectful of
distinctive history, Islamic heritage and diversity of Pakistan.
Yaar Muhammad. (2019) Pakistani National Identity, Curriculum Reform and Citizenship Education Textbooks: Understanding Teachers’ Perspectives, Journal of Research and Reflections in Education, Volume 13, Issue 1.
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