Construction of students’ religious national identities in Pakistani state schools and its implications for minorities

This study analyses discourses of Pakistan’s national curriculum textbooks for grades 9–12 in the context developing students’ belonging vis-à-vis inclusive education and global interdependence. Drawing on teachers’ interviews focus groups participatory tools, it also problematises classroom practices resulting responses this backdrop. Theorising as a discursive social practice, benefits from Foucault’s approach to discourse analysis. The findings highlight complex interplay several system actors constructing belonging, emphasising an essential relationship between Pakistan particular version Islam. Discursively positioned, students perceive world Muslim versus Non-Muslim display self-righteousness, evincing strong ethnocentricity towards fellow non-Muslims. underlines implications not employing fostering inclusivity international collaboration its consequences long-term sustainable development goals (SDGs), 2030.