Ahmadis in Pakistan, declared non-Muslims under the Constitution since 1974, face systemic discrimination in various aspects of life, including education. These issues often manifest in schools, creating a hostile environment for young Ahmadi students.
Ahmadi students face a unique predicament regarding religious studies. While other minorities are permitted to choose between studying Islamiyat or their religion, Ahmadis are restricted from studying Islamiyat due to their classification as non-Muslims. They are only allowed to study ethics, alienating them further. Moreover, Quranic studies, made compulsory in schools, exclude Ahmadis from participation due to legal constraints on their practice of Islamic rituals and terminology.
Textbooks used in public schools often propagate hateful stereotypes about Ahmadis, further stigmatizing them among their peers. Such material fuels intolerance and fosters an environment where Ahmadi students are bullied or ostracized. This aligns with broader patterns of systemic exclusion, where Ahmadis are marginalized across all societal sectors. Instances of violence and exclusion against Ahmadi students are well-documented. For example: In some cases, students are expelled or face mob violence simply for expressing their identity. A recent curriculum update allowing minority-specific religious textbooks did not include Ahmadis, effectively sidelining them further.
Although precise data on school-level discrimination is sparse due to underreporting, broader statistics highlight the endemic nature of Ahmadi persecution. More than 24 Ahmadis were charged with blasphemy and related accusations in the past year alone.
Historical incidents, such as the Lahore mosque attacks in 2010, underscore the pervasive risk faced by Ahmadis in public spaces, including educational institutions. To combat this systemic exclusion, education policies must promote inclusivity. Allowing all students to choose their preferred subjects without declaring their faith could be a step forward. Furthermore, textbooks must eliminate hate material and emphasize coexistence. Addressing these issues requires not only policy changes but also a cultural shift to dismantle entrenched biases against Ahmadis in Pakistan's educational system.
This article provides a compelling analysis of the systemic discrimination faced by Ahmadis in Pakistan's education system, illustrating how legal and societal biases intersect to marginalize this minority group. The historical references, such as the Lahore mosque attacks, also effectively contextualize the broader challenges faced by the Ahmadi community in Pakistan.
The fact that when we receive our passports, we have to sign to profess that we do not believe that Ahmadis are Muslims provides an apt understanding of how they are treated by the government. They are purposely brought to the spotlight to be questioned, and are treated as secondary citizens with their rights stripped away.
Honestly, anyone from our context is aware of the issues spoken about within this blog post - but reading them again, in such detail, reminds me of how heartbreakingly deep they run. The exclusion of Ahmadi students from Islamiyat and Quranic studies and the hateful stereotypes in textbooks highlight the barriers they face daily - and it’s not just about education; it’s about being denied an identity and a sense of belonging in their own classrooms.
But, in reality, how do you tackle the deeper cultural biases fueling this intolerance? Even if textbooks are revised, can we ensure that this change reaches teachers and students? What more can be done to build an education system that fosters genuine inclusion for…
Your blog highlights a deeply significant issue and it deserves attention. I appreciate how thoroughly you’ve connected systemic discrimination against Ahmadis to what they experience when it comes to education in Pakistan. I also agree with the solutions you proposed. I think inclusive curriculum reforms and a cultural shift become vital when tackling an issue like this.
Moreover, requiring students to declare their faith to access specific subjects is very problematic. It also perpetuates systemic exclusion. I get that eliminating this requirement is a promising solution. But at the same time, it raises logistical questions. For example, in Pakistani context how do we address potential pushback? This pushback can come from conservative groups who may view this policy as a…
Your blog powerfully illustrates the intersection of systemic discrimination and educational access, painting a deeply troubling picture of what it means to grow up as an Ahmadi student in Pakistan. The details about the exclusionary curriculum and the alienation stemming from state policies hit hard, showing how intolerance is institutionalized from a young age. Your exploration of the lack of access to religious studies or inclusion in Quranic studies underscores how education, rather than being a bridge to understanding, has become a tool of marginalization.
I remember a recent case when Ahmedi students were actually expelled froma school because parents of other students didnt want their kids studying with them which is insane.
The mention of textbooks as carriers of…
This blog sheds light on a heartbreaking issue that doesn’t get enough attention—the discrimination Ahmadis face in Pakistan, especially in schools. The way young Ahmadi students are forced to take ethics instead of being allowed to study Islamic studies is deeply unfair. It’s not just about choosing a subject; it’s about being excluded from something that could help them feel connected to their faith and identity. This kind of alienation must be incredibly isolating for these students.
The use of textbooks that spread hate against Ahmadis is shocking. Schools should be places where children learn tolerance and empathy, not prejudice. The bullying, ostracism, and even violence faced by Ahmadi students because of these systemic biases are unimaginable, and it’s heartbreaking…