Educational Rights of Religious Minorities in Pakistan: The Sikh Community's Perspective

Abstract

Educational rights constitute one of the most fundamental dimensions of human dignity and social inclusion in modern pluralistic societies. In countries characterized by religious diversity, the educational experiences of minority communities often become a critical indicator of broader patterns of social justice and institutional inclusivity. Pakistan, while constitutionally committed to safeguarding the religious freedom of minority communities, continues to navigate complex questions regarding the educational representation of minority religious traditions within its national curriculum. This study examines the educational rights of religious minorities in Pakistan through the specific perspective of the Sikh community. The Sikh population in Pakistan, although numerically small, occupies a historically and spiritually significant position due to the presence of major Sikh sacred sites such as Nankana Sahib and Kartarpur Sahib. Despite this historical presence, Sikh students in Pakistan frequently encounter educational environments where their religious identity receives limited representation within formal educational curricula. The article explores the philosophical foundations of education within Sikhism, particularly the teachings contained in the Guru Granth Sahib and the ethical principles associated with the Sikh Khalsa tradition. It further investigates contemporary debates surrounding compulsory Islamic Studies within Pakistani educational institutions and the implications of such curricular structures for Sikh students. Through doctrinal analysis and qualitative insights, the study highlights the need for inclusive educational frameworks that recognize the religious and cultural identity of minority communities.