This study examines the relationship between the educational system, the ethnic communities, and political instability in Pakistan. The major assumption of this study is that, with socioeconomic and political inequities aside, the educational policies alone lack the representation of indigeneous ethnic values in the national educational system, and thus, have arrested the development of Pakistani nationalism. This research addresses the issues of a socio-political and educational reordering of Pakistan, and holds that the existing stereotypical images of Pakistan are further damaging the process of national unity and cohesion. Social studies curriculum, the only uniform curriculum for Pakistani citizens, is discussed in four different political periods: (1) The Early Establishment Era (1947-1955); (2) The First Military Rule Era (1955-1968); (3) The Civilian Era (1968-1977); and (4) The Post Civilian New-Military Era (1977-present). The study concludes that only rational approaches of a participative nature, based on "indigenous ethnic arithmetic" and observation of equal socio-political justice, could strengthen the process of national integration. Only then, with a democratic infrastructure, will the educational policies be able to effect positively the process of nation and state-building. (SP)