Educational Policies and Their Impact on Historical Understanding in Pakistan: A Comparative Study of Zia and Musharraf Regimes
DOI:
https://doi.org/10.70670/sra.v4i2.2296Keywords:
Educational Policies, Historical Understanding, Islamization, Enlightened Moderation, Curriculum Reforms, National Identity, TextbooksAbstract
This paper discusses how educational policies affect historical knowledge in Pakistan in the context of a comparative study of the regimes of Muhammad Zia-ul- Haq and Pervez Musharraf. The paper posits that both military regimes attempted to employ education as an ideological tool to formulate national identity, justify governmental power, and determine historical sense among people. Still, their strategies varied based on the fluctuating trade relations and political events at home and internationally. Educational reforms that took place under the Zia regime were based on Islamization, religious nationalism, and ideological cohesion via curriculum restructuring and textbook revision. Conversely, the Musharraf government advocated modernization, enlightened moderation, and curriculum reform as a reaction to the post-9/11 pressures and fears of the global community over extremism. In spite of those differences, there still existed a significant continuity within the educational framework, especially in the symbolization of nationalism, religion, and state-based historical accounts. This paper discusses how educational policies have influenced historical knowledge in Pakistan by comparing the tenures of the two regimes of the country; Muhammad Zia- ul- Haq and Pervez Musharraf.
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