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Lived Experiences of Religious Minority Teachers in State and Christian Private Schools in Pakistan

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Title: Lived Experiences of Religious Minority Teachers in State and Christian Private Schools in Pakistan
Language: English
Authors: Ashar Johnson Khokhar (ORCID 0000-0003-3964-819X)
Source: Issues in Educational Research. 2026 36(1):119-136.
Availability: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Foreign Countries, Minority Group Teachers, Religion, Public Schools, Private Schools, Islam, Christianity, Religious Factors, Social Discrimination, Social Bias, Textbook Content, Self Concept, Work Environment, Barriers, Teacher Student Relationship, School Policy, Social Influences
Geographic Terms: Pakistan
ISSN: 0313-7155
1837-6290
Abstract: This study explores the experiences of religious minority teachers in Pakistani public and private schools, emphasising 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 marginalising non-Muslims. Using a qualitative research approach and a case study method, this study concentrates on Christian teachers in five major cities in Pakistan. Data were gathered through focus group discussions, with participants divided into groups from government (state) and Christian schools. The results show that religious identity is vital for these teachers, 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 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 add new restraints to 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.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://www.iier.org.au/iier36/khokhar-abs.html
Accession Number: EJ1505614
Database: ERIC
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  Data: Lived Experiences of Religious Minority Teachers in State and Christian Private Schools in Pakistan
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  Data: <searchLink fieldCode="AR" term="%22Ashar+Johnson+Khokhar%22">Ashar Johnson Khokhar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3964-819X">0000-0003-3964-819X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Issues+in+Educational+Research%22"><i>Issues in Educational Research</i></searchLink>. 2026 36(1):119-136.
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  Data: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 0313-7155<br />1837-6290
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores the experiences of religious minority teachers in Pakistani public and private schools, emphasising 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 marginalising non-Muslims. Using a qualitative research approach and a case study method, this study concentrates on Christian teachers in five major cities in Pakistan. Data were gathered through focus group discussions, with participants divided into groups from government (state) and Christian schools. The results show that religious identity is vital for these teachers, 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 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 add new restraints to 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 119
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Religion
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Private Schools
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      – SubjectFull: Islam
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      – SubjectFull: Christianity
        Type: general
      – SubjectFull: Religious Factors
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      – SubjectFull: Social Discrimination
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      – SubjectFull: Social Bias
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      – SubjectFull: Textbook Content
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      – SubjectFull: Self Concept
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      – SubjectFull: Work Environment
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      – SubjectFull: Barriers
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: School Policy
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Pakistan
        Type: general
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      – TitleFull: Lived Experiences of Religious Minority Teachers in State and Christian Private Schools in Pakistan
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