Professional Documents
Culture Documents
Introduction: The will of the people to live together that comes from common
destiny and interwoven cultural, regional and linguistic traditions, ideals,
history, religion, customs and right to equitable share in physical resources
with privilege of decision making in economic, political and social matters of a
nation state is generally termed as national integration. National Integration
in the case of Pakistan cannot mean creating ethnic or national homogeneity
throughout the country. It can only mean establishing a common citizenry,
common political and
social structures, a common state, and an additional sense of identity of
belonging together. It means building commonality on top of the existing
diversity, and not substituting an artificial new identity for the old ones. This
process is not impossible. However, it would take some generations. It is a
slow but continuous process.
The state was captured by small band of corrupt political elite, which
persistently tried to exclude any competitors. Since the ruling elite mostly
consisted of feudal lords, industrialists, generals and mullahs, and their
people in the civilian and military bureaucracy. This created a sense of
exclusion for the rest of Pakistanis. In contrast, the tribal leaders and rural
landowners smaller belonging to smaller provinces perceived their respective
exclusion in ethnic rather than political terms. This ethnic/national group has
little economic power and is underrepresented in the political and
bureaucratic elite.
The Lahore Resolution of March 23, 1940, had called for the establishment of
Muslim states in the Muslim majority regions of northwest and northeast.
However, that resolution was amended in a convention of all members the
Muslim League’s central and provincial councils from all over India in Delhi
on April 7-9, 1946, whereby, it was declared that “the zones comprising
Bengal and Assam in the North-East and the Punjab, North West Frontier
Province, Sindh and Baluchistan in the North West of India, namely Pakistan
Zones, where the Muslims are in a dominant majority, be constituted into one
sovereign independent state and that an unequivocal undertaking be given to
implement the establishment of Pakistan without delay.”
The Soviet Union under the communist ideology tried to form a Soviet man
and woman keeping in mind diverse ethnic and lingual contradictions in that
country. But, that policy failed because it was based on top-bottom approach
and imposed on people in a superficial manner. United States, which has
numerous lingual and ethnic variations has to a large extent succeeded in
creating American man and woman because of a policy pursued at the
grassroots’ level in a democratic set-up particularly its uniform educational
system. India, the neighbour of Pakistan has hundreds of languages, several
cultures and religions but has been able to prevent disintegration because of
its democratic political system as neither the military nor any ethnic group is
allowed to dominate a multi-cultural and multi-religious society.
Unfortunately, after the creation of Pakistan, religion which was the bond
trying to integrate the nascent state became weak as economic and political
exploitation of the majority province of East Pakistan and the smaller
provinces of West Pakistan under the system of one-unit and parity unleashed
the process of ethnic and lingual nationalism. Second, democracy, rule of law,
justice system and good governance which should have been the essence of
the new state of Pakistan went into oblivion. Democracy became the first casu-
alty because of military-bureaucratic nexus to seize power through
The failure of national integration in creating Pakistani man and woman has
much to do with dysfunctional educational system of the country which is
unable to provide equal opportunities to children to seek basic quality
education. In the absence of a uniform educational system, particularly in
terms of curricula and mode of education, one cannot expect the youths of
Pakistan, who are around 50 per cent of the population, to seek attachment
with the land, values, culture, history and other characteristics of the country.
It should be state’s responsibility to provide free, compulsory and quality
education to all the citizens of Pakistan till high school regardless of their
class, language, sect, religion and place of origin.
Those wielding power and other stakeholders in Pakistan who are living in
their comfort zones, it is their responsibility to examine and analyse how in
other countries having diverse cultures, languages and religions, the process
of national integration was unleashed and reached to its logical conclusion.
Unless there is political will, determination along with honest, clear and a
visionary leadership, one cannot expect a country to remain united and
integrated as a nation.
Many countries face the challenge of national integration but in some cases
their leadership is able to integrate diverse people by ensuring social justice,
tolerance, rule of law, good governance and democratic pluralism. Pakistan’s
quest for national integration would remain elusive unless the bottom-top
approach is adopted where a sense of belonging to the country evolves at the
grassroots’ level. Care for the resources of the country and pursuing a tolerant
approach vis-à-vis those who are different in race, language, class, religion
and sect will go a long way in promoting what is called as “Pakistaniat.”
Promoting the culture of merit instead of favouritism and nepotism is also the
essence to achieve the goal of national integration.
Government jobs (the quota system), opportunities for professional and higher
education (location of institutions and admission policies, allotment of
agricultural lands in Sindh and Balochistan to military officers and civil
bureaucrats.
Language and culture: demands for the protection and promotion of the
languages and cultures of ethnic groups against the domination of Urdu and
neglect of regional cultural heritage are a constant feature in the struggle of
ethnic groups for their identity assertion. Cultural symbols serve as
instruments of forging group cohesion and legitimating group demands.
5.
state; applies to homeland people who seek a significant measure of
autonomy and selfrule within their territory.
11. Revamping the syllabi: in order to make it more aligned with national
interests, the national curriculum should be unbiased, and neutral
towards any religious or ethnic sensitivity, and should be duly
implemented.
12. Responsible role of media: Media should not flame the fire of ethnicity,
provincialism and sectarianism. It should rather work as a binding force,
and should work as an agent of change to promote national integration.
8.