SILENCED MINORITIES: A SEMIOTIC ANALYSIS OF RELIGIOUS AND ETHNIC ABSENCE IN PAKISTAN'S GRADE 5 ENGLISH TEXTBOOK

Abstract

This study critically examines the portrayal or absence of religious and ethnic minorities in Pakistan's Grade 5 English textbook, which is part of the 2020 Single National Curriculum. Taking Barthes' (1964) semiotic model of denotation and connotation and the semiotic model presented by Pusat Kurikulum (2011) and Widodo (2018) as its framework of analysis, this study examines how visual images construct notions of national identity, inclusion, and exclusion. Despite the textbook's presentation of Islamic values through images like the hijab, Quranic quotes, and Eid festivities, it systematically excludes Pakistan's religious and ethnic diversity by not presenting any images of Christians, Hindus, Sikhs, and regional cultures. In 105 textbook photos, our research finds a disturbing pattern: social awareness (69 times) and tolerance (40 times) are articulated in a predominantly Muslim-dominated language, with just 14 images traceable directly to religious identity—all Islamic. Interfaith coexistence scenes or approaches to minority culture come close to nonexistence, affirming a monocultural perception of Pakistan. Even in "unity" scenes, the differences are simplified to superficial indicators (e.g., dress, complexion) and not to actual engagement with pluralism. The research uncovers a paradox: though the curriculum professes to adopt multicultural values, its imagery enforces symbolic erasure. Women are representationally depicted as doctors and teachers but in a manner strictly bound to traditional Islamic modesty norms, which limits the inclusion of secular or minority viewpoints considerably. Nationalist iconography, like Minar-e-Pakistan, also fosters a homogeneous national identity, in effect, excluding non-Muslim contributions. Likewise, patriotic imagery (e.g., Minar-e-Pakistan) invokes a homogeneous national identity, erasing contributions by non-Muslims. This study shows that such visual exclusions have pedagogical meaning, constructing young students' beliefs about who "belongs" in Pakistan. The results demand immediate curriculum changes such as intentional inclusion of minority symbols, co-authoring of textbooks with marginalized groups, and training for teachers aimed at enhancing critical debate of representation.