This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a "technology of power" for inculcating national consciousness in the students. The findings suggest that Pakistan's national curriculum textbooks deploy a specific version of Islam as a major "technology," which then influences other national identity signifiers in the textbooks for shaping students' national identity. The school affords a crucial space for the complex interplay of these "technologies," which construct students' ethnocentric national identities, encouraging social polarisation. This has implications for Pakistan's national social cohesion as well as the potential for subverting international peaceful coexistence and working relationships, particularly in the selected overseas study context.