A Dissertation Entitled Peace Education
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A Dissertation entitled Peace Education Reconstructed: How Peace Education Can Work in Kuwait by Sara Alnufaishan Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Foundations of Education _________________________________________ Dr. Dale Snauwaert, Committee Chair _________________________________________ Dr. Leigh Chiarelott, Committee Member _________________________________________ Dr. Lynne Hamer, Committee Member _________________________________________ Dr. Fuad Al-Daraweesh, Committee Member _________________________________________ Dr. Amanda Bryant-Friedrich, Dean College of Graduate Studies The University of Toledo May 2018 Copyright 2018, Sara Alnufaishan This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. An Abstract of Peace Education Reconstructed: How Peace Education Can Work in Kuwait by Sara Alnufaishan Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Foundations of Education The University of Toledo May 2018 Peace education is an emerging and growing field of study that holds promise for the future survival of our species. This reconstructive project involves a process of comparative philosophical analyses between approaches to peace education, as well as between the approaches and the social context of Kuwait. It concerns the research question: what philosophical conception and approach to peace education is potentially most compatible with Kuwaiti culture? In this dissertation, I place particular focus on the following approaches to peace education: integrative, critical, Islamic, gender, and comprehensive. Using a relational hermeneutics method, I analyze the relative compatibility of these approaches to Kuwaiti culture. Based on a fusion of peace education horizons and Kuwait’s cultural horizon, the following compatible elements emerge: reflection, dialogue, creative learning, and action. These elements form the framework to guide a potential Kuwaiti Approach to Peace Education (KAPE) proposed at the end of the dissertation. While I argue these elements must exist in a successful KAPE, I also contend that they only provide guidelines and a basic structure while the people of Kuwait have to actually complete and fulfill the framework through their own reflection, dialogue, creative learning, and action. iii To my mother: You may have left this world but you never left me. To my husband, Waleed, and children, Khaled, Maryam, and Fahad: The superheroes behind the scenes who helped reach my goals. Acknowledgements First and foremost, I would like to acknowledge and give thanks to my committee members, who provided guidance and expert feedback throughout the process of researching and writing my dissertation. In particular, to my chair, Dr. Dale Snauwaert, thank you for your sage advice, availability, wisdom, and guidance. Without your influence, I would never have understood the meaning and power of dialogue. I also want to thank my husband, Waleed Alazemi, who has given me strength and courage since the beginning of my career. As they always say, “behind every great man there’s a great woman,” but today I find that behind this successful woman is a great man. Waleed is the real supporter who has encouraged me with his patience and understanding for overcoming obstacles and taking some pressure off my shoulders. My children Khaled, Maryam, and Fahad represent the joy, love, and optimism in my life. I am grateful to Khaled and Maryam for their bravery in leaving home to study in the USA. Despite their emotional struggles with a new culture, a new language, and a new home, they were patient and stayed positive. Fahad is the new and beautiful addition to our family; he uses his hands to share great stories about our extraordinary journey. To my children, I love you all and thank you. A special thank you goes to my parents. My father’s love and guidance are with me in whatever I pursue. My late mother may be gone, but her belief in me has made this journey possible. My parents are the ultimate role model. Thank you to my editor, Clayton Chiarelott, for your feedback on my writing. Last but not least, I am thankful for my close friend Alaa Nyazi, who supported me unconditionally throughout this journey. Her optimism was a source of inspiration. v Table of Contents Abstract iii Acknowledgements v Table of Contents vi List of Tables x List of Figures xi List of Abbreviations xii I. Introduction 1 A. Philosophical Problem 2 B. Subjectivity 3 C. Significance of this Study 5 D. Definitions of Peace 6 E. Hermeneutics Interpretation 9 F. Outline of Chapters 10 II. Foundations, History, Definitions 12 A. Theoretical foundation 12 a. History of the Social Construction of Knowledge 13 b. The Social Construction of Reality and Knowledge 19 B. The Sociocultural Context of Kuwait 21 a. Kuwait History 22 b. Kuwaiti Constitution 25 c. Low Point for Human Rights in the 1980s 27 d. Iraqi Occupation 30 vi e. Women’s Rights 32 f. Current State of Kuwait and Its Position Towards Peace 34 C. Definition of Islamic Terms and Concepts 34 D. Conclusion 39 III. Literature Review 40 A. History of Peace Education 43 B. Integrative Approach to Peace Education 45 a. Purpose of the Integrative Approach to Peace Education 46 b. Curriculum of the Integrative Approach 46 c. Pedagogy of the Integrative Approach 47 C. Critical Approach to Peace Education 48 a. Purpose of the Critical Approach to Peace Education 50 b. Curriculum of the Critical Approach 50 c. Pedagogy of the Critical Approach 50 D. Comprehensive Approach to Peace Education 52 a. Purpose of the Comprehensive Approach to Peace Education 54 b. Curriculum of the Comprehensive Approach 55 c. Pedagogy of the Comprehensive Approach 56 E. Gender Approach to Peace Education 59 a. Purpose of the Gender Approach to Peace Education 61 b. Curriculum of the Gender Approach 62 c. Pedagogy of the Gender Approach 64 F. Islamic Approach to Peace Education 64 vii a. Purpose of the Islamic Approach to Peace Education 66 G. Conclusion 68 IV. Hermeneutics Method 69 A. Explaining vs. Understanding 71 B. Hermeneutics and Social Constructivism 72 C. Using Hermeneutics to Improve the Understanding of Kuwaiti Culture 73 D. Hermeneutics and Peace Education 75 E. The Elements of Hermeneutics 76 a. Part and Whole 76 b. Cultural Horizons 79 c. Fusion of Horizons 80 d. Distanciation 82 e. The Elements Combined in the Hermeneutics Process 82 F. Assumptions of Hermeneutics 86 G. Conclusion 86 V. Analysis of the Compatibility of Peace Education in Kuwait 88 A. Application of the Hermeneutics Method 89 a. Universalist Approach 90 b. Relativist Approach 91 c. Relational Hermeneutics: A Better Way? 93 B. Fusion of Peace Education Horizons 96 a. Integrative 98 b. Critical 98 viii c. Comprehensive 99 d. Fusion 101 C. KAPE: Finding the Compatible Elements of Peace Education in Kuwait 103 a. Kuwaiti Education System and the Potential for KAPE 104 b. Kuwait External Peace 108 c. Kuwait Internal Peace and Justice 109 d. Institution and Documents that Promote Dialogue and Agency 112 e. Level of Compatibility of Peace Education in Kuwait 118 f. Compatible Values and Values that Limit Compatibility 121 D. Summary of KAPE 123 a. Reflection 124 b. Dialogue 126 c. Creative Learning 127 d. Action 128 E. Conclusion 130 a. Practical Implications 131 b. Research Implications 133 References 135 ix List of Tables Table 1 Summary of the Fusion of Horizons among the Approaches to Peace Education .............................................................................................102 Table 2 Weak and Powerful Peace .............................................................................111 x List of Figures Figure 1 The historical lineage of Kuwaiti Emirs within the Al-Sabah Royal Family. .................................................................................................25 Figure 2 The elements of hermeneutics that are conducive to peace education. ..........84 Figure 3 The hermeneutical process. .............................................................................85 Figure 4 A Venn diagram of the comprehensive, critical, and integrative approaches representing the fusion of horizons. .............................................97 xi List of Abbreviations BCE ............................Before Common Era CHR ...........................Constitution and Human Rights GCC ...........................Gulf Cooperation Council KAPE .........................Kuwaiti Approach to Peace Education KSA ...........................Kingdom of Saudi Arabia PBUH .........................Peace Be Upon Him SC ...............................Social Constructionism/Constructivism UAE ...........................United Arab Emirates UN ..............................United Nations UNESCO ...................United Nations Educational, Scientific and Cultural Organization USD ...........................United States Dollars xii Chapter One Introduction The philosophical and socio-cultural construction of any approach to education, including peace education—the focus of this dissertation—is influenced by one’s own broadly defined social context. In other words, a philosophy is constructed from within the person's historically and socially defined perspective. Moreover, the effectiveness of a philosophy of education, including a philosophy of peace education, is also contingent upon the social context