Faith, identity, and culture: Contextualising Christian religious education in a Pakistani setting

Document Type

Article

Department

Institute for Educational Development, Karachi

Abstract

Christianity has had a longstanding presence in the regions that constitute present-day Pakistan, dating back to its earliest centuries. These historical roots notwithstanding, the majority of today’s Christians in Pakistan are descendants of converts during the British colonial period, particularly from marginalised Hindu castes. As such, their religious identity is not only shaped by ancient ties but also by more recent socio-political and cultural developments. Christian communities and institutions have undertaken significant efforts to assert and preserve their socio-religious identity while remaining grounded in the local cultural context. Central to this effort are religious education institutions such as Catechism and Sunday Schools, which play a crucial role in nurturing the faith and identity of Christian children. This paper, which forms part of a broader ethnographic study, focuses on two Sunday Schools in Karachi: one Catholic and one Protestant, to explore how Christian religious education contributes to the development of children’s socio-religious identity. Drawing on participant observation, semi-structured interviews, and the analysis of student artifacts, the study examines how religious identity is taught, embodied, and expressed in these educational settings. Findings indicate that Sunday Schools are increasingly integrating local cultural elements to help children connect more meaningfully with their religion. Children’s activities and classroom discussions demonstrate a growing capacity among students to articulate their Christian identity with confidence and relevance, while remaining rooted in their cultural surroundings. This identity work also includes a hidden curriculum, where unspoken social values, taboos, and ethical expectations are subtly communicated and reinforced. The paper also offers some recommendations on how religious education can continue to support this process in inclusive and culturally meaningful ways.

Publication (Name of Journal)

Journal Of Religious Education

DOI

https://doi.org/10.1007/s40839-025-00267-2

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