After seventy years of independence, we still find ourselves in a state of confusion as far as we as a country are concerned. We have still been unable to decide as to where we stand as an Islamic Republic because the true concept of Islamic state is free of geographical boundaries. As a nation, we need to reflect as to why womenfolk are still treated as a commodity and not a human being. As per census 2017, the female population of Pakistan is 48.76 per cent, a little short of being half. But unfortunately we rarely see a collective representation of women at any level, despite the presence of various commissions, bodies and committees. The rural women are particularly under-represented when it comes to urban groups working for women rights. Although Pakistani society has its own beauty because of the cultural and religious diversity we have, the religious and cultural traditions tend to exclude and marginalise women. These anti-women traditions are used as per need even by non-Muslims. Looking at what is being taught in our textbooks, women’s role has been limited to the one defined under the said traditions. The presence of women in the early primary textbooks is minimal in almost all subjects. Women are rarely depicted other than their traditional roles like house wives, grannies, moms etc. Although Pakistani society has its own beauty because of it’s cultural and religious diversity, these very religious and cultural traditions tend to exclude and marginalise women The national curriculum 2006 is a comprehensive document, though as per international standards it should have been reviewed twice as standard time period is five years. While talking about great personalities or heroes, it doesn’t specifically recommend males to be presented as heroes in the history or wars. The actual problem is with the textbook writer who, living in a patriarchal society, surrounded by strong religious, cultural and social fabric; keeps visualising and portraying the men as heroes and women as weaker beings who need a man to protect them. Secondly, since he or at times she is the product of the same system and has been taught in the same pattern and same content and so while writing something, consciously or unconsciously, the focus is on the portrayal of the male heroes. A rigorous training program for textbook writers, both male and female, needs to be formed to counter the effects of traditional content that we have been teaching our children in all these years. Since we are preparing our children to effectively respond to the global challenges, the content needs to be written with a futuristic vision of tolerance, harmony and inclusion. A child sitting in early primary classes doesn’t see the 48.76 per cent of Pakistan and may be 50 per cent of his or her home in the books. The absence of females as contributors in the developmental process in the textbooks has a dual impact. It doesn’t let the boys think beyond themselves, and this ends up strengthening the male dominance superiority in early years. Since the same books are meant for female students, we can very well imagine that instead of an inclusive approach, the female students end up learning that it is not a big deal if someone seeks to exclude them from the decision-making process because of their gender. In the General Knowledge books, for instance, the ‘good girl’ is depicted sitting with her mother stitching, washing dishes, working in kitchen etc. In the Khyber Pakhtunkhwa (KP) province, Social Studies book of Grade 5, while sharing the characteristics of Pakistani culture, under the sub topic “Pakistan main Aurat ka muqam” (the status of women in Pakistan) says, “In Pakistan, women enjoy equal status as their male counterparts and are respected.” The remaining 15 lines of the same topic would talk about dress, architecture, food festivals etc. There is no mention of women who are symbol of empowerment and courage despite the fact that the Islamic history is full of such examples. A folk story in Grade 10 Urdu book has a story titled ‘Sher Alam Maimonaye’. It portrays the main female character as submissive, so much so that she is immediately ready to be slaughtered by her husband. The story is narrated with a repetition of the scene in a horrific manner describing how she was slaughtered. Imagine a teenage boy or girl reading the story and events narrated, driving both to two different situations. Folk lore has its beauty but there are hundreds of other stories which can be included in the textbooks for children. We as a developing nation have to understand the importance of inclusion and particularly the female population but how can we expect the acceptance without their existence being felt in our homes in our schools. At least give them the due share and prepare our new generations mentally for a society where women are exiting with the competencies and performances in the field of education, civil services, armed forces and at financial positions. As discussed previously, the primary education lays the foundation for social behaviours and tolerance towards others. How can we expect respect and inclusion of women if their existence is not even acknowledged. Legislation alone cannot guarantee a change in mindset. For that to happen, reforms need to be introduced in the textbooks to do away with content that devalues women. The textbook writers need to be trained and they should start thinking and writing about the courageous women of Pakistan who are and have been serving as role models. Parents and family also have a crucial role to play in this regard. No external factor contributes to the sense of insecurity and promotion of conventional role as much as the family. As family members, the elders need to rethink and reshape the image of a woman. Once that is done, the external challenges and insecurities will not let women and young girls feel demotivated about whatever they want to achieve in life. It is indeed positive that civil society organisations are trying to raise the level of awareness and acceptance for women’s role in the mainstream society. The traditionally defined roles must be looked into and reviewed critically to ensure an inclusive environment for the women of the country. The writer has experience in the field of education and is currently working as a resource person in the development sector Published in Daily Times, October 8th 2017.