BRIDGING THE DIVIDE: POLICY REFORMS FOR INTEGRATING MADRASSA AND FORMAL EDUCATION IN PAKISTAN

Abstract

This study examines the persistence of educational dualism between madrassa and formal school systems in Khyber Pakhtunkhwa, Pakistan, through a postcolonial interpretivist lens. Grounded in social constructionism, the research explores how colonial legacies continue to shape epistemological and pedagogical divisions in contemporary education. Data were collected through semi-structured interviews with 46 participants, including madrassa scholars (ulama) and school, college, and university teachers, alongside curriculum and document analysis. Thematic, content, and discourse analysis were employed to interpret how knowledge systems, institutional authority, and pedagogical practices are constructed and sustained within both educational streams. Findings indicate that the school–madrassa divide is not merely structural but deeply epistemological, rooted in colonial knowledge hierarchies that privileged Western secular education while marginalizing indigenous Islamic traditions. The study further reveals that socio-political developments, policy fragmentation, and curriculum divergence have reinforced this duality over time. It concludes that meaningful integration requires epistemic reconciliation rather than administrative reforms alone. The study contributes to postcolonial educational discourse by highlighting the need for inclusive policy frameworks that bridge historical, cultural, and epistemological divides in Pakistan’s education system.