The authors declare that they have no conflicts of interest.
This study did not require formal ethics approval.
Data sharing is not applicable to this article.
The authors received no specific funding for this work.
Knowledge about different religions of the world is vital for developing interfaith harmony. The present research aims at finding the portrayal of different religions in English textbooks taught at the Secondary Level in government schools of Pakistan. It is purely a quantitative study. In this context, the reading passages of the textbooks taught in five provinces and the capital are sifted for finding references to different religions. The contents related to religions have been quantified and classified in two broad ways: mention and depiction. The results of the study indicate that religion Islam dominates with 89.8% and 91.9% instances of mention and depiction respectively. The percentage of Christianity Hinduism, Judaism, and Buddhism is 10.2% and 8.1% in mention and depiction respectively. It means the other religions are not given sufficient space. It is, therefore, recommended that attention should be paid to them in the course contents.
Religion is a key element of culture and as language and culture are closely connected. Therefore, information related to religions in education is pivotal. Cheng and Beigi (2012) are of the view that “[r]eligion and education go hand in hand”. Nevertheless, different religions of the world are not given sufficient coverage in textbooks. In the same way, Ohba (2014, p.7) posits, “[t]eaching world religions is essential in order to prevent prejudice-motivated crimes and promote peaceful living in a multi-cultural society. However, it is avoided as if it were taboo”.
A large number of studies have been conducted to investigate depiction of different cultures in course books/textbooks (Mimoun & Youcef, 2015; Habib, 2014; Mahmood, Asghar & Hussain 2012;
Lappalainen, 2011; Iriskulova, 2012). Similarly, some researchers have also investigated the important elements of culture. For example, speaker bias against non-native speakers in the textbooks has been investigated by Sherman (2010), gender bias has been explored by Ndura (2004), Matsuda (2002) has investigated users and uses of English in English as Foreign Language textbooks and Kim (2012) has investigated socio-cultural biases in English etc. Similarly, there are a large number of studies which seek to find the relationship of education and a particular religion (Behnam & Mozaheb, 2012; Cheng & Beigi, 2012; Canagarajah, 2004 & 2005; Kubota, 2009 & 2011; Edge, 1996 & 2003 and Wong & Canagarajah, 2009 and Kubota and Lin, 2009). Nonetheless, there is shortage of studies to investigate different religions of the world in English textbooks both at the level of the world and Pakistan. Thus, this study seeks to examine the number of references to different religions in the textbooks of English taught at Secondary level in the government schools of Pakistan.
Research Question
To what extent are different religions represented in the reading passages of English textbooks taught at Secondary Level in the government schools Pakistan?
Textbooks or course books are important components of any teaching learning process worldwide. They serve different functions. Cortazzi and Jin (2013) have enunciated seven different functions of course books. They perform the function of teacher, map, resource, trainer, authority, de-skiller and ideology.
Ohba (2014) talks about the taboos related to content of textbooks. He is of the view that despite globalization of society with mixing of different cultures and faiths, and the status of English as a global language due to its spread and development, textbooks for teaching English language do not reflect these changes in the world. He posits, “[t]aboos that no longer exist in many areas of society are still seemingly prevalent within published English language textbooks” (p.6). Gray (2002) has provided some of its reasons and has discussed the guidelines provided by publishers for writing textbooks from the point of view of inclusivity that is giving equal coverage to both males and females and inappropriacy which means avoiding topics that might hurt the “perceived sensibilities of potential buyers and readers” (p.157). In this connection, some publishers provide the list of forbidden topics, whereas the others rely on the acronym of PARSNIP which stands for politics, alcohol, religion, sex, narcotics, isms and pork. It is clear from the list that religion is one of the prohibited areas about which writers are instructed not to write.
As regards religions, Ohba (2014) has collected the opinions of English teachers in order to know the reasons which discourage them from teaching world religions in Japan. The researcher is of the view that they may also be applicable to other contexts, and so they are given below:
1. School administration forbids teachers from teaching religions.
2. Teaching religions is the responsibility of teachers teaching social studies not English language teachers.
3. Teachers do not have sufficient knowledge of world religions.
4. The textbooks for English language do not refer to world religions.
5. The preconceived idea in the minds of teachers that they are not supposed to teach religions.
6. The fear of propagating a particular religion by the teacher in class.
7. Disputes may arise between students professing different religions.
8. The schools that address religions may be attacked by extremists.
9. Teachers are too busy in teaching the language aspects; therefore, they do not have time to focus on cultural aspects.
Religions have immense impact on any society. Ndura (2004) talks about invisibility of diversity related to religions. He opines, “Religion continues to impact social, political and economic relations at the community, national and international levels” (p.149). He posits that if topics related to religious diversity are avoided, it will have adverse effects on the students. It creates hurdles in exposing students to religion, a main reality of the world and understanding it. It also confuses the students and puts restrictions on the ability of the students to face and settle religious differences. Therefore, the topic of religion cannot be ignored by the teachers. The report of Association for Supervision and Curriculum Development (ASCD) on religion in the curriculum says that schools are unable to teach about the crucial part that religion acts in history and culture of human beings. It asserts, “a person cannot be fully educated without understanding the role of religion in history and politics” (1987, p. 21).
The present study seeks to know about the representation of various religions in the reading passages of the textbooks taught in Pakistan. Pakistan has five provinces namely Punjab, Sindh, Khyber Pakhtunkhwa, Balochistan, Gilgit Baltistan (GB) and the federally administered capital, Islamabad. The production of textbooks is entrusted to the Textbook Boards of the respective provinces; however, they need the approval of National Curriculum Wing (NCW). It means that different textbooks are taught in the provinces. Nevertheless, the textbooks prepared by the Punjab Textbook Board are also taught in Gilgit Baltistan and the capital city of the country, Islamabad. Moreover, at Secondary Level two textbooks are taught in the government schools. Thus, the study is about four sets of textbooks (total eight books). The study is purely quantitative and the particular method used is content analysis. In this regard, references to different religions of the world are quantified and categorized in two ways: mention and depiction. If there is a passing reference to any religion without further detail, it has been counted as an instance of mention. However, if an elaborated description regarding any religion is provided, it has been considered as an instance of depiction. Thus, for analysis content related to religions: Islam, Hinduism, Christianity, Buddhism, Judaism and “Others” in the textbooks of each province has been quantified using the framework stated above. As to “Others”, it means a situation where a religion is discussed or referred to generally without mentioning the name of the religion. In the last an overall picture of the different religions in the textbooks of Pakistan has also been provided.
In this section, firstly the representation of religions in the textbooks of the different provinces of the country is presented. Secondly, on the base of the findings of its provinces, the situation of the textbooks of Pakistan is also presented.
The table below presents the
representation of different religions in the textbooks:
| | | | | | |
| 1 | Islam | 131 | 96.3 | 47 | 94 |
| 2 | Hinduism | 0 | 0 | 0 | 0 |
| 3 | Christianity | 1 | 0.7 | 0 | 0 |
| 4 | Buddhism | 0 | 0 | 0 | 0 |
| 5 | Judaism | 3 | 2.2 | 0 | 0 |
| 6 | Others | 1 | 0.7 | 3 | 6 |
| | 136 | 100 | 50 | 100 | |
Table 1 shows the portrayal of
religions in the textbooks taught in Punjab, Gilgit Baltistan and Islamabad. It
reveals that the religion Islam is on the top with 131 (96.3%) instances of
The sections below present the salient aspects of various religions in the textbooks of Punjab, Gilgit Baltistan and Islamabad.
The textbooks foreground various aspects of religion Islam through a number of reading passages: “The Saviour of Mankind”, “Patriotism”, “Hazrat Asma (RA)”, “The Quaid’s Vision and Pakistan”, “Sultan Ahmad Mosque”, “All is not Lost”, “Hazrat Muhammad (PBUH) an Embodiment of Justice” and “Faithfulness”. The key aspects are given below:
The textbooks have a few references to the other religions of the world. The reading passage, “The Saviour of Mankind” in the textbook for class 9 informs us that the pagan Arabs were worshippers of idols. When the Holy Prophet (PBUH) started preaching the belief in One Allah, they mounted pressure on him as such belief was a threat to their ascendancy in the territory. The passage “Hazrat Muhammad (PBUH) an Embodiment of Justice” refers to Jews and Jewish law. It is highlighted that Prophet (PBUH) was so much renowned for his justice that Jews who were his enemies used to bring their disputes to be settled by him as per Jewish law. The passage “Sultan Ahmad Mosque” points to the architectural style Byzentine church by informing that Sultan Ahmad Mosque illustrates the architectural style of both Ottoman and Byzentine church.
The table below presents the
representation of different religions in the textbooks:
| | | | | | |
| 1 | Islam | 199 | 87.3 | 20 | 87 |
| 2 | Hinduism | 12 | 5.3 | 0 | 0 |
| 3 | Christianity | 8 | 3.5 | 2 | 8.7 |
| 4 | Buddhism | 0 | 0 | 0 | 0 |
| 5 | Judaism | 1 | 0.4 | 0 | 0 |
| 6 | Others | 8 | 3.5 | 1 | 4.3 |
| | | | | | |
Table
2 presents the depiction of religions in the textbooks of Sindh. It shows that
religion Islam is on the top as the textbooks contain 199 (87.3%) instances of
The sections below present the main aspects of various religions in the textbooks of Sindh.
The textbooks highlight various aspects of religion Islam through a number of passages: “The Last Sermon of the Holy Prophet (PBUH)”, “The Wise Caliph”, “Nursing” and “Shah Abdul Latif”, “Allama Iqbal”, “Quaid-e-Azam and his Vision for Pakistan”, “The Great War Hero”, “Nursing”, “King Faisal”, “Dignity of Work” and “The Customs of Various Regions of Pakistan”. The key aspects are given below:
The passage, “The Last Sermon of the Holy Prophet (PBUH)” informs us that the people of Quraish tribe were worshippers of idols and that Holy Prophet (PBUH) urged them to worship One Allah. The passage “Helen Keller” refers to God. It informs us that Helen Keller’s teacher, Miss Sullivan, had lost her eyesight; nevertheless, she got it back. Furthermore, in order to express her gratitude to God, she had the desire to help others to live a blissful life. In the passage “Allama Iqbal”, he emphasized that Muslims were different from Hindus. Similarly, the word “Hindus” is used several times. The passage “The Role of Women in Pakistan Movement” also has references to Hindu and Hindus. Likewise, in the passage, “Quaid-e-Azam and his Vision for Pakistan”, it is highlighted that he was not only famous in Muslims but also in the people having other religions: Hindus, Christians, Hindus, Sikhs and Parsis. Similarly, being the president of the first Assembly of Pakistan after the 1947 election, he told the people that they were free to go their respective places of worship be they were temples, mosques or any other in Pakistan.
The poem of Louis I. Newman “The Voice of God” is also about God. The poet emphasizes that he had sought to find the voice of God in the topmost steeple; nonetheless, God declared that his abode is in the people. In the same way, “Little Things” by the poet Julia Carney points to Heaven and Eden. She highlights that this world can be made an Eden as the Heaven above by words of love and little deeds of kindness. The passage “Dignity of Work” refers to the fact that Hazrat Ali (RA), the fourth caliph, worked in a Jew’s garden.
The table below presents the representation of different religions in the textbooks:
| | | | | | |
| 1 | Islam | 203 | 88.3 | 39 | 90.7 |
| 2 | Hinduism | 3 | 1.3 | 0 | 0 |
| 3 | Christianity | 5 | 2.2 | 1 | 2.3 |
| 4 | Buddhism | 4 | 1.7 | 1 | 2.3 |
| 5 | Judaism | 5 | 2.2 | 1 | 2.3 |
| 6 | Others | 10 | 4.3 | 1 | 2.3 |
| | 230 | 100 | 43 | 100 | |
Table 3 demonstrates the
representation of religions in the textbooks taught inKhyber
Pakhtunkhwa. It shows that religion Islam is on the first position as the
textbooks contain 203 (88.3%) instances of
The sections below present the most important aspects of various religions in the textbooks of KP
The textbooks foreground different aspects of religion Islam through a number of passages: “The Holy Prophet Hazrat Muhammad (PBUH)”, “Allama Muhammad Iqbal”, “Quaid- A Great Leader”, “The Medina Charter”, “The Two Bargains”, “The Last Address of the Holy Prophet (PBUH)”, “Begum Rana Liaquat Ali Khan”, “Hazrat Umar Farooq (RA)” and “Muslims of China”. The key aspects are given below:
The reading passage “The Holy Prophet Hazrat Muhammad (PBUH)” informs us that prior to the arrival of Islam, the Arabs were not spending a good life. They were worshipping various gods and goddesses of stone. The passage, “Quaid _ A Great Leader” contains the words of Quaid-e-Azam in which he referred to the places of worship of different religions, he said to the people, “You are free to go to your temples….. or to any place of worship in this state of Pakistan” (Malik, 2017, p. 28).
In the passage “The Medina Charter” different religious communities of Medina apart from the Muslims have been highlighted. They were the Idol-worshipers and the Jews. Furthermore, it is informed that Medina Charter emphasized freedom to different religious communities for following and professing their religions. Similarly, the reading passage “The Two Bargains” contains the story of Baire Roma, the well of the Jew which was bought by Hazrat Usman (RA). The passage, “A Visit to Swat Valley” refers to Buddhism. The passage highlights that the Budhist remains were observed by the narrators all over Swat. The passage informs us that the monasteries were the abode of Monks who would spend a simple life and preach teaching of Budha. In addition, it is informed that “[t]hese monasteries, stupas and houses seemed as if in this sheltered place time stood still” (Malik, 2017, p. 64).
The passage “A New Microbe” refers to church a number of times. The wife in the story wanted to take her husband to a supper to be given in a church. Nevertheless, he declined and she took her children. When they came back from the church, the scientist announced about the discovery of a new bacterium. Nonetheless, the wife told that he had not discovered a new bacterium but had tested the water of a bucket having oysters which she had bought for the church supper.
The table below presents the
representation of different religions in the textbooks:
| | | | | | |
| 1 | Islam | 82 | 90.1 | 18 | 94.73 |
| 2 | Hinduism | 1 | 1.1 | 0 | 0 |
| 3 | Christianity | 0 | 0 | 0 | 0 |
| 4 | Buddhism | 0 | 0 | 0 | 0 |
| 5 | Judaism | 0 | 0 | 0 | 0 |
| 6 | Others | 8 | 8.8 | 1 | 5.27 |
| | 91 | 100 | 19 | 100 | |
Table
4 shows the depiction of religions in the textbooks taught in Balochistan. It
demonstrates that religion Islam is on the top as the textbooks contain 82
(90.1%) instances of
The sections below present the salient aspects of various religions in the textbooks of Balochistan.
The textbooks highlight various aspects of religion Islam through a number of passages: “Hazrat Muhammad (PBUH)”, “Hazrat Abu Bakar Siddique (RA)”, “Unity, Faith, and Discipline”, “Nursing: A Noble Profession”, and “A Silly Master”. The key aspects are given below:
The prescribed textbooks shed light on two important personalities: Hazrat Muhammad (PBUH), the last prophet of Allah and Hazrat Abu Bakar Siddique (RA), the close companion and first Caliph of Islam.
· Dedicated his whole life and property for the promotion of Islam
· Stood by Holy Prophet (PBUH) when people became his enemies due to preaching of Islam
· Accompanied Holy Prophet (PBUH) in his journey from Makkah to Madina
· Freed many slaves by paying money including Hazrat Bilal (RA)
·
Participated
in the battles of
· Worked as Ameer-ul-Hajj after Makkah’s conquest and 300 hundred Muslims performed Hajj under his guidance
· Led prayers according to directions of Holy Prophet (PBUH) when he was on death bed
The passage underlines that due to his works he was made the first Caliph by the people. The passage highlights the main points of his address to people when he became the Caliph. The passage informs us about his death in 634 AD and that he was buried beside Holy Prophet Muhammad (PBUH).
The textbooks of Balochistan have only two references to the other religions. The passage “Hazrat Abu Bakar Siddique (RA)” informs us that “[w]hen the Holy Prophet Muhammad (PBUH) started preaching the message of Islam by condemning the idol worshipping and evil practices; he had to face fierce opposition from the Quraysh” (Butt et al., 2017, p. 8). In the same way, the passage “Unity, Faith, and Discipline” informs us that the Muslims are different from the people of other religions:
Faith means a firm belief, confidence and trust in Allah. The Muslims have a strong belief which distinguishes them from the followers of other religions. They believe in one God and the finality of the Prophethood of Hazrat Muhammad (Peace Be Upon Him) (Butt et al., 2017, p. 60).
The table below presents the representation of different religions in the textbooks taught in Pakistan.
| | | | | | |
| 1 | Islam | 615 | 89.8 | 124 | 91.9 |
| 2 | Hinduism | 16 | 2.3 | 0 | 0 |
| 3 | Christianity | 14 | 2.0 | 3 | 2.2 |
| 4 | Buddhism | 4 | 0.6 | 1 | 0.7 |
| 5 | Judaism | 9 | 1.3 | 1 | 0.7 |
| 6 | Others | 27 | 3.9 | 6 | 4.4 |
| | | | | | |
Table 5 shows the depiction of
religions in the textbooks taught in Pakistan. It indicates that religion Islam
is on the top as the textbooks contain 615 (89.9%) instances of
The aim of the study was to know about the representation of different religions in the English textbooks taught in different provinces of Pakistan to get an overall view of the state of religions in the academic discourse of the country. The results of the study reveal that religion Islam has been given sufficient attention and the other religions have not been given adequate space. The percentage of Islam in the textbooks taught in Punjab, GB, and Islamabad is 96.3% and 94% in the categories of mention and depiction respectively. It means that other religions have only 3.7% and 6% representation in both categories. As regards the textbooks of Sindh, the percentage of Islam is 87.3% and 87% in the categories of mention and depiction. On the other hand, the percentage of other religions is 12.7% and 13% in both categories. As for KP, the percentage of Islam is 88.3% and 90.7% in the categories of mention and depiction respectively. The percentage of other religion is 11.7% and 9.3% in the categories of mention and depiction. As far as Balochistan is concerned, the percentage of Islam in the categories of mention and depiction is 90.1% and 94.7% respectively. The percentage of other religions is 9.9% mention and 5.3% depiction. Overall the percentage of Islam is 89.8% and 91.9% in the categories of mention and depiction respectively. On the other hand, the representation of other religion is 10.2% and 8.1% in mention and depiction respectively.
One of the possible reasons of giving adequate coverage to Islam is that Pakistan came into being in 1947 on the base of two important factors: religion and language. Moreover, according to the constitution of 1973, the official name of the country is Islamic Republic of Pakistan. It is also stated in the Article 2 that Islam shall be the religion of the State. The population of the country also endorses the fact that Pakistan is a Muslim majority country. According to the census of 2017, the Muslim population of the country is 96.28% and the percentage of other religions is 3.72. Nevertheless, the world has become a global village due to mobility of population as Secru (2005) opines, “Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups” (p. 1); it has become important to make the learners aware of different perspectives. The inclusiveness of textbooks regarding religions can play a significant role in it. Therefore, it is recommended that the prescribed textbooks should be improved by incorporating material related to other religions.
The authors declare that they have no conflicts of interest.
This study did not require formal ethics approval.
Data sharing is not applicable to this article.