INTELLECTUAL and wealthy Baloch are often a surprise for people in other parts of Pakistan. All preconceived notions stem from the stereotypical portrayals of the people of this vast province. As a result, the education, etiquette, intellect, and values of tolerance of the people of Balochistan are taken lightly.
A classmate of mine was, as I recall, introduced at one of Pakistan’s elite universities, with particular emphasis not on her qualifications but on the remote area in Balochistan to which she belonged. She felt that she had been singled out. Another aspect is grouping Balochistan’s applicants for jobs with under-represented categories, which shows a general reluctance to mainstream them. Special concessions — including a higher age limit — introduced to expand job opportunities in Balochistan also reinforce a sense of marginalisation. For example, when someone who holds an MPhil degree is accepted in a position that requires a PhD degree, it implies that candidates from Balochistan are not expected to compete on an equal footing with the others.
All this is due to the lack of knowledge about the geography, history, heritage, cultural and linguistic diversity of this land. Balochistan has valuable natural resources as well as the values of love, tolerance, openness, coexistence, and acumen. But, its cultural wealth has not been understood. Moreover, around seven different languages are spoken across the province. These represent seven distinct identities, each with its own cultural norms, values, and legacy. This diverse linguistic landscape is a true example of coexistence.
Despite deprivation, harsh sociopolitical conditions, a frail infrastructure, and serious security concerns, the Baloch people remain remarkably open-minded, intellectually charged, and socially aware. Indeed, their outlook and knowledge can match, and even surpass, that of people in the more developed parts of the country. Misconceptions have more to do with the lack of information about them. An analysis of formal education — educational institutions and curricula — and public awareness platforms, such as media and political discourse, often do not do justice to this region. Syllabi and textbooks also fail to inform the public. A more inclusive and balanced understanding of the province’s strengths and challenges must become a part of formal education, including through curricula and textbooks, educational policies and plans, and educational governance systems.
A deeper, more nuanced understanding of the Baloch is essential.
However, Balochistan should not be represented in the curriculum through the lens of deprivation. Prospectuses should integrate local languages, histories, literature, oral traditions, indigenous knowledge, and contemporary achievements alongside high-quality scientific and professional education — enabling students to view their heritage not as a marker of marginality but as a source of knowledge, identity, and possibility. Academic policies need to also be framed around the intellectual, cultural, and human resources within the province.
The media must not sensationalise the province’s sense of deprivation, reduce its people to tales of backwardness, or exploit their grievances for political or commercial purposes. Instead, it should present an accurate, nuanced image of Balochistan, extensively cover the issues its people face, and remain attentive to the province’s historical, social, and political context. In this way, the media can contribute to a more informed national understanding, which is always more beneficial than reinforcing stereotypes and deepening grievances.
The political elite must not view marginalisation as a politically viable resource, or allow dependency and criticism to persist in order to consolidate its authority. Instead, they need to remain connected and work collectively to address the underlying challenges of the province. Meaningful political engagement requires accessibility and inclusion. Many political events, such as all-party conferences, are held in the federal capital, making them financially inaccessible to representatives of side-lined communities, and thereby limiting their participation in the national political discourse.
Ultimately, positive narratives are essential not only to address deprivation but also to reveal the true wealth of Balochistan, ie, its people, who are as capable, valuable, and deserving of recognition as any other citizen elsewhere in the country. Above all, such efforts can help overcome the persistent ‘curse’ which obscures their real identity, tolerance, capacity for coexistence, and intellectual potential. This vast and ancient land has to be celebrated for the strength and inclusive values of its people.
The writer is an educationist.
Published in Dawn, October 13th, 2026
