Deconstructing Militarism in Pakistani Textbooks

Abstract

This article examines the textual constitution of militarism and militaristic subjects in and by educational discourse in Pakistan. The article focuses on two subjects, namely social studies and Urdu, which are taught in the public school system of Pakistan. In order to examine the constitution of militaristic subjectivities, the author draws upon concepts of poststructuralist theory and critical discourse analysis. The author's main argument is that it is vital to first deconstruct the constructs of war from the minds of people in order for the constructs of peace to be instilled. There are many sites where such deconstruction needs to begin. One of the likely places for such an exercise is in textbooks, for these are sites in which war and violence are or can be constructed and instilled into the minds of future citizens. These are also natural sites for the construction of defenses of peace, for these spaces harbor agency to resist war and violence. This article examines textual and discursive data from Pakistan's educational discourse (mainly curricula and textbooks) to illustrate how war and militarism are constructed by these discourses via curricula and textbooks.

The programming curriculum within ISIS

“…The educational system becomes an instrument of indoctrination when reason gives way to faith or submission and when it teaches content that is subordinate to a religious or political state ideology (such as that of ISIS) and is no longer dissociated from it [37]. Educational authority is a powerful tool for indoctrination as schools provide access to a large segment of the population, which is ideal for expanding regime influence, and curriculum and textbooks can play a major role in the outcomes of a conflict, which is why totalitarian regimes place great importance on them [37,38].…”

“…Militarism is defined by Naseem [38] as an "uncritical and unquestioning acceptance of the military by the general population": a normalization of conflict, violence, and war, mixed with patriotic and nationalistic values, all in the name of religious notions. An education that exposes students to these military and violent representations from a young age promotes desensitization to violence, but also militarization of society, particularly in young nations where preparation for war, supremacy of the military as an institution, and unquestioning loyalty to militaristic articulations of citizenship, nationalism, and patriotism are considered normal [12,40].…”

“…For example, a study of the militarization of the learning subject in Pakistani textbooks [38] indicated that writing and discourse were used to lead learners to conceive of the "Other" as an ultimate enemy. Naseem [38] draws on feminist theories to analyze how the Other is constructed in highly militarized educational texts and finds that a binary and dichotomous view of the Other is prevalent.…”

“…For example, a study of the militarization of the learning subject in Pakistani textbooks [38] indicated that writing and discourse were used to lead learners to conceive of the "Other" as an ultimate enemy. Naseem [38] draws on feminist theories to analyze how the Other is constructed in highly militarized educational texts and finds that a binary and dichotomous view of the Other is prevalent. The Other is seen as the opposite of the self (the national self, the ideal citizen according to the dominant ideology): an evil, irrational, inferior, suspicious, and untrustworthy being against whom ideological and military conflict is inevitable.…”

“…The curriculum and textbooks are important tools of indoctrination under ISIS that are also instruments of militarization of society [1,38]. ISIS militarizes textbook content namely by using violence-normalizing images, narratives, and symbols (e.g., ISIS flags, weapons of all kinds, tanks, missiles, representations of military training, etc.)…”