Lived Experiences of Minority Teachers and Students in State and Private (Christian) Schools: A Case Study from Pakistan

Abstract

Pakistani public and private schools, emphasizing the complex interaction of identity, workplace dynamics, classroom interactions, and institutional policies. The literature review highlights how Pakistan's education system, shaped by national policies that stress Islamic values, uses textbooks to influence students' identities, often reflecting political compromises and potentially marginalizing non-Muslims. Using a qualitative research approach and a case study method, this study concentrates on teachers and students from five major cities in Pakistan. Data was gathered through focus group discussions, with participants divided into groups from government and Christian schools. The results show that religious identity is vital for teachers and students, who frequently face subtle and overt discrimination, especially in government schools where they encounter social exclusion, promotion obstacles, and pressure to adopt Islamic cultural expressions. In classrooms, teachers and students self-censor to avoid blasphemy accusations, which limits dialogue beyond Islamic topics and hampers students' critical thinking and social development. Institutional policies and societal fears of blasphemy further restrict their teaching freedom and lead to biased assessment practices that disadvantage non-Muslim students. The study suggests updating textbooks to include positive stories of minorities, providing anti-discrimination training for school staff, creating merit-based promotion systems, and offering legal protections against blasphemy accusations to build a more inclusive education system.