An article review

1. NaseemA.(2010). Textbooksandthe Constructionof MilitarisminPakistaninStephenM.Lyon,and
Lain R. Edgar,(Eds) Shapinga nation:Anexaminationof EducationinPakistan.Karachi:Oxford
UniversityPress.
Muhammad Yusuf
Article Review,
The National EducationPolicy1979 ensure adequate contentof IslamandIslamicideologywas
included.Tomeetpolicyobjectives,anexercise wasmade torevisedtextbookstoinclude textwhich
protectsIslamicideologyand academichighstandards(Haider2016). In thisarticle, the author
examinedthe textual constitutionof militarismandmilitaristicsubjectsbythe social studiesand
language (Urdu) textbooks.
Textbooksand curricula in Pakistan
TextbooksinPakistaniscontrolledbystate completelyandstate alsohasa complete monopoly
inproductionandschoolsare boundto use them.Authorcriticson the qualityof textbooks, the
followingare some key pointswhichhe raisedinit.
 Textbooksare badlydesigned
 Badlyproducedby the government-approvedpublisher
 Inaccurate data and editorial mistake
Normalization
The author definesnormalizationas‘Whatisnormal’bythe textor the discourse.The ideasof
judgmentbasedonwhatisnormal.By usingthisdefinitionauthorclaimthatinPakistanthe
measurementof nationalism,patriotism anditsmeanstobe a citizenisaccomplishedbynormalizing
militarism, authority,discipline andagenderedsocial hierarchy.He usedabove mention working
definition forthe restof the article to analysisandsupporthisthesisstatementin the restof the article.
NormalizingMilitarism
Authordefinedmilitarismuncritical andunquestioningacceptance of the waysof the militaryby
the general populationof asociety. InPakistan,religionnotionisusedtonormalize nationalism,
militarism,andwar.Thatis why, a scientistlikeDr.AbdusSalam, asocial workerlike Abdul Sattar(now
he is part of the textbook) andotherkeycivilswere excludedinthe textbooks.The textbooksdeveloped
the perceptionthatmilitaryheroesare the onlyheroes.
The furtherauthorexplainswaysmilitarismisnormalizedintextbooksandcurriculainPakistan.
It ispromotedbyusingseveral ways,
By usingpoemsandisolatedversesbyusingIqbal andHali etc.
By writingthe epictextof battlesbetweenMuslimsandthe restof the world,especially the
MuslimwarriorfromCentral Asiasuch as MahmoodGhaznavi,AhmadShahAbdali,SultanTughlaq,etc.

2. By writingstoriesof warsbetweenPakistanandIndia,wherestoriesof sacrificesbyvaliantsons
of the nationwhowasawardedNishan-e-Haider.
For supportof his argument, the authorpresentslearningcompetenciesfrom the social studies
curriculum.Pointsare:
 Developinganunderstandingof Hindu-Muslimdifference andneedof Pakistan
 Enhancingthe understandingof the forcesworkingagainstPakistan
 PromotingrealizationaboutKashmirissue
 Evaluatingthe role of Indiaregardingaggression
 Discussingthe role of the presentgovernmentinestablishingthe soundpositionof Pakistan
and itsfreedomfightersbefore the internationalcommunity.
The author issuccessfullyable topickexamplesfromtextbookstojustifythe existence of the above
mentioncompetence.Forexample,‘Hinduhasalwaysbeenthe enemy’(Class5Urdu textbook), Hindu
religiondoesnotteachgoodthings.(Class4Social Studiestextbook).
War heroesare presenting notonlyfortheirbraveryact butalso sketchingapicture smartand
beautiful manlike Rambo(Americanmovie characterwhofoughtalone likeanarmy)
In Conclusion,Authorssuccessful abletoportraya picture and processthe waymilitarismin
Pakistani curriculumandtextbook.Itsuccessfullyindoctrine militarismwhichisnormal in the contextof
Pakistan.Further, we couldsee the resultof suchmilitarisminoursocietywhere we have 0tolerance,
wheneversomeonesharesapointtowhichwe do not agree with,we startfightingonit.Its attitude
couldbe seen inour dailylife inreligiousfanaticism, violence againstwomen,children,andminorities,
or supportfor Jihadi organizationsdomesticallyandinternationally.
Reference:
Haider, G. (2016). Process of Curriculum Development in Pakistan. International
Journal of New Trends in Arts, Sports & Science Education, Volume 5, Issue 2,
15-20
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