History education in schools in Iraqi Kurdistan

Representing values of peace and violence

Dados Bibliográficos

ID12876015
AutoresMarwan Darweish (0000-0001-5004-0631, Coventry University, autor correspondente), Maamoon Abdulsamad Mohammed (University of Duhok)
Ano2017
Volume15
Fascículo1
Páginas48-75
Data de publicação2017-12-04
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Peace Education (JOURNAL)
Identificadores do periódicoISSN: 1740-0201 • E-ISSN: 1740-021X
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2017.1409198
OpenAlexW2774810525
IdiomaEN
Citações recebidas11
Referências citadas42

The Kurdistan Regional Government has implemented a wide range of reforms in Iraqi Kurdistan’s education system since its establishment in 2003. This qualitative study utilises critical discourse analysis to investigate the content of History Education (HE) textbooks (grades five to eight) and to assess how far peace education values and principles have been integrated into the curriculum. The ME’s top-down approach has faced significant resistance from teachers and it fails to consider the importance of hidden and null curricula. It focuses on the history of Iraq, Kurdistan, and Islam, glorifies war, excludes different narratives or interpretations, and fails to foster critical debate or enquiry. The curriculum appears to encourage violence and foster divisions between Muslims and non-Muslims, and the null curriculum is regulated to maintain the dominance of the group in power

Art · Content analysis · Curriculum · Dominance (genetics · Geography · Government (linguistics · Islam · Literature · Mathematics education · Narrative · Peace Education · Pedagogy · Political science · Power (physics · Qualitative research · Social science · Sociology · Educator Training and Historical Pedagogy · Gender Studies · Peace and Human Rights Education · Peacebuilding and International Security · Psychology