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A Foucauldian Discourse Analysis of Pakistan's National National Identity in a Postcolonial Society: A Foucauldian Discourse Analysis of Pakistan’s National Curriculum Textbooks and their Social Practices in Schools for Shaping Students’ National Belonging Thesis submitted for the Degree of Doctor of Philosophy at The University of Leicester by M. Habib Qazi M.A, M.Phil. School of Education The University of Leicester 2020 2 A substantial part of this thesis, including two complete articles, has been published in peer-reviewed journals listed below: 1- Qazi, M. H. (2020) ‘Exploring links between national Education and students’ militaristic national identity construction in Schools’, Journal of Curriculum Studies. Volume 52, No. 4, April 2020, pp. 516-532. DOI: 10.1080/00220272.2020.1755997 (2018 Impact Factor 1.42) 2- Qazi, M. H. and Shah, S. (2019) ‘A study of Bangladesh’s secondary school curriculum textbooks in students’ national identity construction in an overseas context’, Asia Pacific Journal of Education. Volume 39, No. 4, October 2019, pp. 501-516. DOI: 10.1080/02188791.2019.1671806 (2018 Impact Factor 1.07) 3- Qazi, M.H and Shah, S. (2018) ‘Discursive construction of Pakistan’s national identity through curriculum textbook discourses in a Pakistani school in Dubai, the United Arab Emirates’, British Educational Research Journal, Vol. 45, No. 2, April 2019, pp. 275–297. DOI: 10.1002/berj.3496 (2018 Impact Factor 1.36); and 4- Qazi, M. H. ‘Construction of students’ religious national identities in Pakistani state schools and its implications for religious minorities’, Compare – A Journal of Comparative and International Education – under publication process 3 Abstract National Identity in a Postcolonial Society: A Foucauldian Discourse Analysis of Pakistan’s National Curriculum Textbooks and their Social Practices in Schools for Shaping Students’ National Belonging M. Habib Qazi This thesis investigates factors that contribute to constituting Pakistan’s post- colonial national identity of high–school students, studying in six state-schools located in Islamabad, Pakistan. It draws on two sets of data – compulsory textbooks for grades 9-12, and the field-research data collected from the students of the same grades, using participatory tools and focus-group interviews. Taking a holistic view, the study also conducted interviews with teachers and observed school sites to investigate their roles in shaping students’ national belonging. The study of the textbooks offers an insight into the themes which Pakistan’s education–system–actors employ for positioning students within Pakistani nationalism, and the field–data those of teachers’ and students’ self–positioning vis–à–vis these. The analytical framework of this phenomenological qualitative study is based on Foucault’s Discourse Analysis and his notions of technologies of power and self for the subject constitution. The study also appropriates insight from a postcolonial theoretical perspective. The findings suggest ideological use of the school-education where the textbooks represent Islam as Pakistan’s overarching national identity, encourage students to view Pakistan’s national language, religious–minorities and women through a particular Islamic lens, and consider India as an existentialist threat to Pakistan. The study notes the dynamic interplay of the sampled textbooks, the schoolteachers and the school as a site of discursive social practices. Jointly, they position students within (a) a homogenous singular Islamic national group in love with Urdu (b) gendered female identity and (c) Indian centric militaristic national identity for shaping their national belonging to Pakistan. The study notes participating students’ strong identification with the above-identified themes delineating ‘us’ and ‘them’ exclusively on the religious basis while disregarding indigenous languages and cultures, exuding a gendered approach towards women and relishing strong antagonistic Indian centric national identity. This education might well foster self– righteousness, a distorted world-view and an exclusionary approach towards women, religious–minorities and pluralistic identities/cultures. Also, it entails implications for students’ social and psychological wellbeing, their social inclusion, women empowerment, national cohesion, international peaceful co-existence and several global sustainable development goals (SDGs), 2030. 4 To Father, I can’t thank you enough for believing in me – real support that helped me think and act independently all my life. To Mother, Thanks for making clear to me the connection between education and upward mobility decades ago when I knew little about it. Acknowledgments My special thanks to Dr. Saeeda Shah, my research supervisor, for her patience and endless academic and personal support throughout the long journey of this Ph.D. She has not only been a mentor and a critic but a constant source of inspiration. Many thanks to Dr. Alison Taysum, my second supervisor. I benefited greatly from her feedback in the initial stages of my studies. My thanks are due to Dr. Joan Smith, who took over as my first supervisor from Dr. Saeeda Shah, after her retirement in my write-up year. Special thanks to Dr. Wei Zhang for suggesting essential changes to the methodology chapter, and my module tutors Dr. Hugh Busher, and Professor David Pedder (Dr.). Special thanks to Dr. Hasan Zafar who motivated me to think about the connections between national identity construction and national curriculum textbooks from the postcolonial perspective. I feel fortunate enough to be in the company of M. Saeed Khan, Dr. Zulfiqar Hydar and Dr. Anderson Bernier who proofread parts of this dissertation and suggested necessary changes. I thank you all. Very special thanks to Shyam Sunder, my English Head–turned–friend in Dubai, the United Arab Emirates, whose enlightened ideas contributed enormously in shaping my liberal and secular approach towards life. Special thanks to Irfan–ud–Din and Riaz Akhter – my friends 5 in Dubai, who facilitated me in data collection for two closely related small–scale research projects. These supported the main study. My gratitude to all my research participants, students, teachers and friends in Islamabad. I am particularly indebted to Professor Tariq Abbasi. Without his personal and official support, I could not have accessed the research participants of the study. I owe special thanks to Professor Dr. Tariq Masood, Director Model Colleges, Government of Pakistan, Ministry of Education, Islamabad for advising school principals to facilitate me with data collection at the Model Colleges. Last but not least, my loving thanks to my wife, Sadia Tabassum, for her exceptional patience and unwavering support through the long journey of my Ph.D., and for taking care of our children’s education and wellbeing. Without her, I could not have completed this study. I thank my daughter Rasha and sons Shehryar and Shahmir for sacrificing their fun time for my studies. 6 List of Contents Abstract ............................................................................................................................... 2 Acknowledgments .............................................................................................................. 4 List of Figures .................................................................................................................... 11 List of Abbreviations ........................................................................................................ 14 Glossary ............................................................................................................................. 12 Chapter 1 – Introduction to Study .................................................................................. 15 1.1 Introduction and Background ................................................................................ 15 1.2 Aims of the Study .................................................................................................... 19 1.3 Methodology and Research Questions .................................................................. 20 1.4 Rationale and Significance of Study....................................................................... 21 1.5 Structure and Summary of Thesis ........................................................................ 23 Chapter 2 – Context of Study .......................................................................................... 26 2.1 Introduction ............................................................................................................. 26 2.2 British Colonialization and its Impact on Indian Society .................................... 26 2.3 Religious and Linguistic National Identities and Postcolonial Anxieties ........... 30 2.4 Postcolonial Pakistan’s Administration and National Identity – A Colonial Continuity ...................................................................................................................... 34 2.4.1 Colonial Language Policies and Postcolonial Pakistan .......................................... 37 2.5 Pakistan’s National Identity Construction – An Overview of Pakistan’s National Education Policies ......................................................................................... 39 2.5.1. Education Policies and Islam ............................................................................................. 39 2.5.2. Education Policies and Urdu ............................................................................................
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