ONE NATION, ONE CURRICULUM An Ethnographic Account of Single National Curriculum (SNC)

Abstract

Launched in 2021, Single National Curriculum (SNC) is one of the three pillars of ‘One system of Education for all’. This study aims to explore SNC from an anthropological point of view. The ramifications of SNC are discussed by voices from inside and outside the academic circle of Pakistan. The research is ethnographical in nature and employs qualitative research methods such as in-depth interviews and focused group discussions (FGDs) to collect data from around twenty research participants. The sample was selected through snowballing and purposive sampling techniques. This research problematizes the notion of “One nation, One curriculum” by including authentic critiques of the new textbooks from renowned academic analysts and members of the civil society of Pakistan. The federal decision regarding education seems to threaten the autonomy of provinces and ethnic and religious minorities. This is juxtaposed with the claims for equitable and discrimination-free education to further highlight the irony of imposing a ‘uniform’ curriculum. This ethnographic account attempts to document the counter-arguments to the self-perceived benefits of SNC. The content of the new curriculum is evaluated on the basis of inclusivity and [mis]representation of religious and ethnic diversities of Pakistan. The dialectic of singularity and plurality is also explored in relation to the recently introduced changes in curriculum. In addition to these factors, the arguments serve to question the retrogressive educational measures taken by the government. It is maintained that the quality of education is suffering from inducing narrow-mindedness in students through a single, centralized curriculum. Based on in-depth interviews, Focused Group Discussions (FGDs), and content analysis, this qualitative study will be helpful for multiple stakeholders and policymakers to develop a better understanding of diversity in Pakistan and prevent the population of Pakistan from falling a victim to reductionist curricularized content. Key Words: Education, Education policy, Ethnic diversity, Religious minorities, Quality of Education, Single National Curriculum (SNC), Nation, Two-Nation theory, Curriculum, Focused Group Discussions (FGDs)