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Pakistan studies textbooks occupy a central role in translating curriculum imperatives into the foundational stories identified by the authorities as core knowledge for classroom transmission, and consequently in constructing Pakistani young people's identities. The purpose of this article is to explore the content of recently-crafted Pakistan studies textbooks in the Punjab in relation to identity-related issues at a point in time when domestic circumstances, critical diagnoses of flaweddoi:10.21344/iartem.v7i3.743 fatcat:zdkh3bqmpfgapeyjshev34ycmq