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Peace Education in Iraqi Kurdistan Schools: an Analysis of Human Rights and History Education Curriculum

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Peace Education in Iraqi Kurdistan Schools: an Analysis of Human Rights and History Education Curriculum Peace Education in Iraqi Kurdistan Schools: An Analysis of Human Rights and History Education Curriculum Alsayid Mohammed, M. A. Submitted version deposited in CURVE March 2016 Original citation: Alsayid Mohammed, M. A. (2015) Peace Education in Iraqi Kurdistan Schools: An Analysis of Human Rights and History Education Curriculum. Unpublished PhD Thesis. Coventry: Coventry University Copyright © and Moral Rights are retained by the author. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. Some materials have been removed from this thesis due to third party copyright. Pages where material has been removed are clearly marked in the electronic version. The unabridged version of the thesis can be viewed at the Lanchester Library, Coventry University. CURVE is the Institutional Repository for Coventry University http://curve.coventry.ac.uk/open Peace Education in Iraqi Kurdistan Schools: An Analysis of Human Rights and History Education Curriculum By Maamoon A. Alsayid Mohammed Doctor of Philosophy March 2015 The work contained within this document has been submitted by the student in partial fulfillment of the requirement of their course and award Peace Education in Iraqi Kurdistan Schools: An Analysis of Human Rights and History Education Curriculum. Maamoon A. Alsayid Mohammed A thesis submitted in partial fulfilment of the University’s requirements for the degree of Doctor of Philosophy Coventry University Centre for Peace and Reconciliation Studies (CPRS) Coventry, United Kingdom Abstract Reforming the education system to reflect a new vision of society is part of many peacebuilding efforts in post-conflict societies. Accordingly, the Kurdistan Regional Government (KRG) is currently implementing a wide range of reforms in the education system in Iraqi Kurdistan. This research is a qualitative study of the KRG’s efforts to implement a peace education curriculum. It uses critical discourse analysis to investigate the Human Rights Education (HRE) textbooks content for Grades 5 and 7 (ages 11 and 13) and the History Education (HE) textbooks content for Grades 5, 6, 7 and 8 (age 11 to 14). The study also focuses on the policy and strategies of the Ministry of Education (ME) in implementing these subjects; the teaching methods used; and how effectively the knowledge, values and skills involved have been disseminated. The approach adopted by the ME to peace education is top down and experiences significant resistance from teachers and parents. Moreover, the curriculum reforms lacked consideration of the hidden and null curricula. The research highlights how HRE contents are primarily focused on cognitive development of awareness of rights and responsibilities rather than acquiring social skills and a critical approach, and that the content was not contextualised to the reality of Iraqi Kurdistan. Furthermore, the research found that the HE curriculum focuses on the history of Iraq, Kurdistan and Islamic history and presents a message that glorifies war; it is not open to different narratives or interpretations and does not foster critical debate or an enquiry-based approach. The curriculum contents included concepts and statements that appear to instigate violence and build divisions between Muslims and non-Muslims. Despite the achievements of the ME in improving the education system there are many challenges such as weak infrastructure, lack of professional development and resistance through the wider cultural context. The methods of teaching are what Freire terms the ‘banking system’, authoritarian and not learner-centred, which largely reflects the social fabric of Kurdish society. The research identified many challenges facing teachers including the level of their commitment, skills, specialization and capacity-building. However, it also found positive support for HRE among students and teachers. iii Dedication To my Beloved wife, Shahla Abdulaziz My Dearest sons, Tabarak and Ahmed My Sweetest daughter, Veena iv Acknowledgments TO GOD BE THE GLORY, HONOUR AND PRAISE! Through the past three years I have received support and encouragement from various people, friends, relatives and institutions. First and foremost, this study would not have been possible without financial support from the Kurdistan Regional Government and their influential Human Capacity Development Program. For this, I owe them great thanks. My thanks also extend to the Centre for Trust, Peace and Social Relations for financing my fourth year tuition fees. I am grateful to unwavering, endless support from both my Director of Studies supervisor Dr. Marwan Darweish and Dr. Alan Hunter for their encouragement, feedback, and friendship; and who should take credit for much more than they would like to acknowledge. I also owe a great debt to all who took part in this study by participating in interviews, and accepting me to observe and share time in their classrooms and staffrooms. I owe very special thanks to Jessica Aitken for excellent proofreading, comments and suggestions. My warmest thanks go to all the staff working in the presidency of University of Dohuk. My very special thanks go to all friends who have helped in one way or another, especially to Imad Mirza, Amjad Rasheed and Mohammed Ali. My sincere thanks also go to Marry Donnall and Michael for accepting their friendship. My thanks and appreciation goes to my family who supported me through their difficult time in the UK. Thanks to all those others not named here who gave me strength and motivation throughout. v Map of Iraq and Iraqi Kurdistan (KRG) This item has been removed due to 3rd party copyright. The unabridged version of the thesis can be viewed in the Lanchester Library Coventry University. vi Table of Contents Abstract.................................................................................................................................................................. iii Dedication.............................................................................................................................................................. iv Acknowledgments .................................................................................................................................................. v Map of Iraq and Iraqi Kurdistan (KRG) ................................................................................................................ vi Table of Contents.................................................................................................................................................. vii List of Figures ......................................................................................................................................................... x Acronyms .............................................................................................................................................................. xi Chapter One: Introduction .................................................................................................................................. 1 1.0 Introduction ................................................................................................................................................. 1 1.1 Why Peace Education is Important in Iraq and IK ...................................................................................... 2 1.2 Peace Values in IK Schools ......................................................................................................................... 4 1.3 What is the Problem? ................................................................................................................................... 5 1.4 Motivations for this Research ...................................................................................................................... 6 1.5 Aims, Objectives and Research Questions .................................................................................................. 7 1.6 Outline of the Thesis .................................................................................................................................... 8 Chapter Two Literature Review ....................................................................................................................... 9 2.0 Introduction ............................................................................................................................................... 10 2.1 Peace Education Pedagogy ........................................................................................................................ 10 2.1.1 Formal .................................................................................................................................................. 13 2.1.2 Informal ............................................................................................................................................... 14 2.1.3 Global .................................................................................................................................................. 15 2.2 Content of Peace Education ......................................................................................................................
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