Analyzing Historical Awareness Among Youth in Azad Jammu and Kashmir
Analyzing Historical Awareness Among Youth in Azad Jammu and Kashmir
Memory is more than a record of events; it is the foundation of identity, belonging, and civic awareness. In regions like Azad Jammu and Kashmir (AJK), where history directly shapes political, social, and cultural realities, knowing one’s past is crucial. Students who lack familiarity with foundational events and leaders risk forming shallow or incomplete views of their society. They may recognize names or dates but fail to understand the causes, consequences, and broader context.
This study was conducted to examine
historical awareness among students in AJK and identify the factors
contributing to gaps in knowledge. It focuses on three major agents of memory:
schools, which provide structured and formal instruction; media, which sets the
public agenda and shapes perception; and familial and cultural transmission,
which passes knowledge through storytelling, songs, and traditions. These three
agents interact to either reinforce or weaken historical memory, shaping what
students know, remember, or forget.
The survey underlying this study was
conducted online over one week, with 91 student respondents from various
districts, disciplines, and age groups in AJK. While no responses were recorded
from Haveli district, the sample still provides meaningful insight into general
trends. The purpose was not to achieve perfect statistical representation but
to highlight clear patterns that can inform education and cultural policy.
Why
understanding AJK’s history is essential
AJK’s history is intertwined with
the broader Kashmir conflict and continues to influence regional politics,
social identity, and civic life. In 1947, the partition of British India
created India and Pakistan, leaving princely states to determine their future.
Jammu and Kashmir, ruled by Maharaja Hari Singh, faced significant internal
tensions, particularly in the Poonch region. The Poonch Uprising of 1947,
characterized by mass mobilization and local political decisions, significantly
shaped the region’s trajectory.
Subsequent events, including the
accession of the state to India, the first Indo-Pak war, the UN-mediated
ceasefire of 1949, and later political and military developments, further
influenced AJK’s socio-political landscape. Understanding these historical
milestones is not merely an academic exercise. It allows students to interpret
contemporary political developments, comprehend regional governance issues, and
understand how identity and history interact in shaping society. Without this
knowledge, young people may develop shallow or fragmented perspectives on
ongoing issues.
General
familiarity of students with their history
The first step in measuring
historical awareness is assessing overall familiarity. Respondents were asked:
“How familiar are you with the history of Azad Jammu and Kashmir (AJK)?”
- 30% said very
familiar
- 47% said to
some extent
- 20% said not
very familiar
- 2% said not
familiar at all
These figures show that only about
one-third of students feel confident in their knowledge, while the majority
have partial or shallow understanding. Partial knowledge may create a false
sense of competence: students may recognize names or events without fully
grasping their significance, context, or impact. Shallow knowledge limits
informed discussion, civic engagement, and critical thinking.
Partial awareness also increases
susceptibility to misinformation or oversimplified narratives. For example, a
student may know the name of a leader but misunderstand the historical events
they influenced. The results highlight the importance of repeated exposure to
structured and contextual knowledge through schools, media, and cultural
practices.
This limited familiarity also affects how students connect past events to
present issues. When students only have a vague understanding of history, they
may struggle to see why certain political decisions or social dynamics exist
today. It can create a gap between what they learn in classrooms and what they
experience in their communities. Strengthening historical knowledge helps
students form a clearer sense of identity, understand current challenges
better, and engage more thoughtfully in discussions about AJK’s future.
Awareness of
foundational events: The Poonch Uprising
The Poonch Uprising of 1947 is a
foundational event in AJK’s early history. It involved mass mobilization, local
decision-making, and complex interactions with emerging national actors.
Students were asked:
“How much do you know about the 1947 Poonch Uprising?”
- 15% said a
lot
- 31% said somewhat
- 24% said very
little
- 27% said not
at all
More than half of respondents
demonstrated limited knowledge of a pivotal historical event. Understanding the
Poonch Uprising is crucial not only for grasping early AJK history but also for
interpreting demographic, political, and social patterns that persist today.
The lack of awareness indicates that foundational events are not consistently
conveyed through formal or informal channels.
Historical literacy about events
like the Poonch Uprising enables students to connect local histories with
larger geopolitical dynamics. Without this understanding, students may view
current events in isolation, losing sight of how past decisions and actions
continue to shape the present.
Knowledge of
key historical leaders
When students were asked the
question: “Do you know the following historical personalities?” the
responses showed uneven recognition:
- Maqbool Bhat: 41% said a
lot, 36% said somewhat, 11% said very little, and 11%
said never heard of him.
- Sardar Muhammad Ibrahim Khan:
24% said a lot, 29% said somewhat, 24% said very little,
and 22% said never heard of him.
- Chaudhry Ghulam Abbas:
20% said a lot, 25% said somewhat, 38% said very little,
and 15% said never heard of him.
- Sheikh Abdullah:
17% said a lot, 30% said somewhat, 22% said very little,
and 29% said never heard of him.
The data suggests that leaders who
remain part of contemporary debates or politicized narratives are better
remembered, while foundational figures gradually fade from collective memory.
Uneven recognition can lead to a simplified and skewed understanding of
history, where only certain events or figures dominate public consciousness.
The data suggests that leaders who
remain part of contemporary debates or politicized narratives are better
remembered, while foundational figures fade from collective memory. Uneven
recognition can lead to a simplified and skewed understanding of history, where
only certain events or figures dominate public consciousness.
Educators and media have a role in
balancing this. Textbooks, documentaries, and community programs can ensure
that foundational leaders and their contributions are communicated clearly to
students, giving a multi-dimensional view of history.
When students were asked whether
their curriculum talked about these historical personalities, the responses
revealed significant gaps. Only 7% said textbooks provided a lot of
information, 10% said there was enough information, 49% reported very
little information, and 32% said only names were mentioned. This
shows that even in formal education, foundational leaders are not given the
attention they deserve. Without sufficient information in textbooks, students
are less likely to understand the roles these leaders played in shaping AJK’s
history or the broader political context of their actions.
The lack of curriculum coverage
reinforces selective memory: students mainly remember figures they encounter in
media or public debates, while others fade into obscurity. This imbalance can
influence how youth perceive the past, creating a one-sided understanding of
events. Expanding textbook content, using biographies, stories, and classroom
discussions about these leaders, would help students grasp the diversity of
leadership and ideas that shaped the region. It would also encourage critical
thinking, enabling students to connect past leadership with current societal
and political challenges.
Curriculum and
its impact on historical awareness
Formal education is the primary
channel through which young people learn structured history. Collective Memory
Theory highlights that institutions like schools shape what is remembered
across generations.
Survey results point to curriculum
deficiencies:
“Do you think
your curriculum gives enough space to the Kashmir issue?”
- 65% said no
- 22% said yes
- 12% were unsure
When students were asked the
question: “Approximately how many pages in your Pakistan Studies book are
dedicated to the Kashmir issue?” the responses indicated limited coverage:
- Nearly half of the students reported that
only a few paragraphs were dedicated to the topic.
- Only 5% said that more than three pages
were devoted to Kashmir.
- Regarding historical leaders, 32% said
that only their names were mentioned, while 49% reported that textbooks provided
very little information about them.
These responses highlight that the
curriculum gives minimal attention to Kashmir and its key historical
personalities. Such limited content makes it difficult for students to gain a
deep understanding of the region’s history and the contributions of its
leaders.
These findings suggest that
curriculum coverage is insufficient for students to develop deep understanding.
Short textbook entries limit exposure to causes, consequences, and personal
narratives, reducing opportunities for critical thinking. Schools act as memory
transmitters; when coverage is minimal, students rely more heavily on media or
family for information, but these channels may also be inconsistent.
Expanding curriculum coverage could
involve:
- Longer chapters with chronological context
- Inclusion of primary sources, letters, and
archival material
- Classroom discussions, debates, and
projects
This approach would allow students
not only to memorize facts but to understand events and their significance, fostering
a deeper connection to their history.
Media coverage
and perception of importance
Media shapes awareness by
highlighting which events and issues are deemed important. Survey results on
media coverage:
“Do you think
electronic and print media give enough coverage to the Kashmir issue?”
- 9% said yes
- 43% said some
coverage but not enough
- 40% said no
coverage at all
- 6% were
unsure
Trends over recent years:
- 40% reported decreased coverage
- 29% reported it remained the same
- 22% reported increased coverage
The data shows students perceive
media attention as insufficient, particularly for historical events.
Agenda-Setting Theory explains why students remember recent crises vividly
while older foundational events fade. Episodic coverage, sensational reporting,
and short news cycles contribute to selective collective memory.
Cultural and
familial transmission
Oral traditions, storytelling, and
local songs have historically played a crucial role in maintaining memory,
culture, and identity. These practices allow individuals to experience history
emotionally and connect personally to past events, giving meaning beyond what
textbooks or media can provide. In the context of Kashmir, however, survey
findings show that these cultural transmissions are weakening among youth.
Question: Do
elders in your family or community talk about the past of Kashmir?
Response: 23% very often, 46% sometimes, 22% rarely, 7% never
Question: Do
you listen to traditional Kashmiri songs and poetry in your local language?
Response: 23% a lot, 27% somewhat, 30% rarely, 18% never
Question: Do
you think traditional dress and customs are still part of daily life among
youth?
Response: 12% strongly agree, 32% agree, 44% disagree, 11% strongly disagree
These findings suggest that
opportunities for students to engage with history through lived experience are
declining. Oral narratives, songs, and cultural rituals connect individuals to
events in ways that classroom learning alone cannot. When these practices
diminish, the younger generation loses an important pathway for understanding
and internalizing their cultural and historical identity.
Reviving these practices could
involve encouraging intergenerational storytelling, incorporating traditional
music and poetry into school activities, and supporting local festivals that
celebrate Kashmiri customs. Such efforts would provide students with richer,
more personal ways to relate to their past, reinforcing both cultural pride and
historical understanding.
Moreover, cultural memory
strengthens critical thinking and empathy. Listening to stories and songs about
past struggles allows students to imagine perspectives of those who lived
through significant events. This emotional connection makes history meaningful
and encourages youth to reflect on their society’s evolution, the challenges
faced, and the contributions of historical figures in shaping today’s Kashmir.
Finally, maintaining these oral and
cultural practices ensures that history is not only preserved as facts but also
experienced as part of identity. Students who grow up with access to local
songs, poetry, and storytelling are more likely to value their heritage, engage
in civic life, and carry forward knowledge to future generations, helping
prevent historical amnesia.
Linking
awareness to causes
The survey identifies a combination
of factors explaining limited historical awareness:
- Curriculum gaps:
Minimal textbook content reduces structured exposure.
- Media selectivity:
Coverage is episodic and focused on contemporary crises.
- Declining cultural transmission:
Fewer stories, songs, and community practices reinforce knowledge gaps.
Students’ knowledge of major events
such as Operation Gibraltar, Simla Agreement, and armed insurgency shows
inconsistencies that reflect the interplay of these factors. Awareness is
maintained only when multiple channels reinforce historical narratives
repeatedly.
Theoretical
Framework
To analyze the factors influencing historical awareness among Kashmiri students, three theories were selected: Collective Memory Theory, Media Agenda-Setting Theory, and Compassion Fatigue Theory. These theories were chosen because they each explain a different dimension of how knowledge of history is formed, transmitted, or lost. Collective Memory Theory helps us understand how social institutions—schools, families, and cultural practices—shape what is remembered and forgotten over generations. Media Agenda-Setting Theory explains how the prominence or neglect of topics in media influences public attention, shaping what students consider important or relevant.
Finally, Compassion Fatigue
Theory provides insight into the psychological and emotional effects of
prolonged exposure to conflict, which can lead to disengagement from historical
knowledge. Using these three frameworks together provides a comprehensive
approach to analyze why some historical events and leaders are well known among
youth while others are largely forgotten, and how curriculum, media, and
cultural factors interact with emotional engagement to influence awareness.
Collective
Memory Theory
Collective Memory Theory, first developed by Maurice Halbwachs, emphasizes that
memory is not purely individual but socially constructed through repeated
transmission within communities and institutions (1). People remember the past
not in isolation but through frameworks provided by schools, families, media,
and cultural practices. In the context of Kashmir, this theory helps explain
why students’ knowledge about historical events and leaders is uneven. The
survey revealed that while Maqbool Bhat is relatively well recognized,
foundational leaders such as Chaudhry Ghulam Abbas, Sardar Muhammad Ibrahim
Khan, and Sheikh Abdullah are less familiar. These gaps suggest that the
stories of foundational leaders are not consistently reinforced across multiple
channels. Weak curricular coverage and declining oral traditions result in a
fragmented collective memory that leaves students with incomplete knowledge of
their region’s history.
Halbwachs highlights that
institutions play a critical role in maintaining collective memory. Schools,
media, and family narratives interact to repeatedly transmit historical
stories, anchoring them in public consciousness. The survey indicated that the
curriculum dedicates minimal space to Kashmir-related events and leaders, while
family storytelling and cultural practices are declining among youth. This
combination of limited institutional support and weakened cultural
reinforcement results in a generational gap in historical knowledge. Applying
Collective Memory Theory allows for an analysis of how structural
factors—curriculum, media, and family practices—collectively shape what
students know and remember, and suggests that strengthening these channels
could revitalize historical memory (1).
Media
Agenda-Setting Theory
Media Agenda-Setting Theory, proposed by McCombs and Shaw, asserts that media
influence not what people think but what they think about (2). In other words,
the prominence of issues in media shapes public attention and perceived
importance. In the context of Kashmir, the survey revealed that students
perceive media coverage of historical and current events as insufficient. Forty
percent of respondents reported that coverage has decreased, while another
forty percent stated that media does not give enough attention to the Kashmir
issue. Consequently, students are more familiar with recent dramatic events,
such as the revocation of special status in 2019, while earlier historical
events and leaders are less recognized.
Agenda-setting theory explains how
selective coverage contributes to gaps in historical awareness. When combined
with minimal curriculum coverage, the episodic attention given to Kashmir in
the media reinforces superficial knowledge of key events and figures. Students
rely heavily on media as a source of information; limited exposure to
historical narratives prevents them from forming a complete understanding of
AJK’s past. Expanding media coverage through documentaries, educational
programs, and historical features could complement the school curriculum and
oral traditions, ensuring more consistent transmission of historical knowledge
to young audiences (2).
Compassion
Fatigue Theory
Compassion Fatigue Theory, developed by Charles Figley, explains how repeated
exposure to traumatic events can lead to emotional exhaustion, desensitization,
and disengagement from related issues (3). In Kashmir, youth are continuously
exposed to news of conflict, violence, and political tension. Over time, this
constant exposure may reduce interest in understanding the historical causes
behind ongoing events. Survey results show that students are generally aware of
recent events but have limited knowledge of older political struggles and
foundational leaders. Compassion fatigue provides insight into why students may
disengage emotionally even when information is available through media or
curriculum.
This theory also interacts with
structural and cultural factors. When textbooks provide minimal coverage, and
oral traditions and storytelling are declining, students are not only exposed
to fragmented historical knowledge but may also feel overwhelmed by
conflict-related content. This emotional disengagement contributes to shallow
understanding and selective memory. Recognizing compassion fatigue as a factor
is critical for educators and policymakers; historical education and media
content should inform and engage students without overwhelming them
emotionally. Combined with Collective Memory and Agenda-Setting frameworks,
this approach offers a multi-dimensional understanding of why historical
knowledge among Kashmiri youth is uneven and selective, highlighting the need
for integrated interventions (3).
Recommendations
to Improve Historical Awareness
- Curriculum Reform:
Include longer chapters on key events and leaders, add primary sources,
and use discussion-based learning or small projects to make history more
engaging.
- Media Initiatives:
Produce documentaries, interviews, and short programs about important
events and leaders to help students learn and remember history.
- Community Engagement:
Organize storytelling sessions, school exhibitions, or youth-led cultural
activities where elders can share historical stories with students.
- Cultural Practices:
Encourage participation in traditional songs, poetry, festivals, and
rituals to connect students with their history and culture.
Combining these approaches ensures
students learn history through schools, media, family, and community, making it
easier to remember and understand.
Limitations
This study used a one-week online
survey with 91 students and did not include responses from Haveli district.
While not fully representative, patterns in responses are consistent,
highlighting real gaps in historical awareness that merit intervention.
Conclusion
The survey shows that students in AJK have only partial knowledge of their history. While some are familiar with recent events like the 2019 revocation of Jammu and Kashmir’s special status, awareness of older events, such as the 1947 Poonch Uprising, and foundational leaders like Chaudhry Ghulam Abbas and Sardar Muhammad Ibrahim Khan is limited. Textbooks provide very little information, with nearly half of students reporting only a few paragraphs on Kashmir and 32% saying only names of leaders are mentioned.
Media coverage is also weak, and cultural practices like
storytelling, songs, and traditional customs are declining, leaving students
with fewer ways to connect to their history. These combined factors limit
historical awareness, but improving curricula, media content, and cultural
engagement together can help preserve knowledge, connect students to their
heritage, and ensure that future generations have a better understanding of
AJK’s past.
References
- Halbwachs, Maurice. On Collective
Memory. Translated by Lewis A. Coser. Chicago: University of Chicago
Press, 1992.
- McCombs, Maxwell E., and Donald L. Shaw.
“The Agenda-Setting Function of Mass Media.” Public Opinion Quarterly
36, no. 2 (1972): 176–187.
- Figley, Charles R. Compassion Fatigue:
Coping with Secondary Traumatic Stress Disorder in Those Who Treat the
Traumatized. New York: Brunner/Mazel, 1995.
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