| Summary/Abstract |
This study attempts at analyzing the process of reimagining and reproducing the partition of the Indian subcontinent in 1947 and Pakistan in 1971 in the textbooks at school level during the dictatorial regimes of Zia and Musharraf. What has appealed me to draw temporal, spatial, and thematic limitations for this research? To begin with, the dictatorial regimes, are believed to, have deeply relied on manipulating the Textbook Boards to further their agendas. Moreover, both the dictators are deemed to be opposing ideologues – e.g., Zia – a fanatic ruler – radicalized the textbooks while Musharraf – a champion of “Enlightened Moderation” – tried to deradicalize the curriculum. Additionally, partitions present two different scenarios for a fascinating comparison – e.g., in 1947, Pakistan was an emergent state while in 1971, a parent state. The content analysis of the textbooks reveals that both the regimes adopted Hegel’s “philosophical” approach of treating history – selecting the personalities, events, or periods of their choice while excluding or discarding the other – to reinforce the national narrative. It further suggests that the state-sponsored curriculum fosters religious nationalism, rather than secular nationalism, which, subsequently, nurtures majoritarian nationalism and bolsters the process of othering the minority groups in the country.
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