History Education in Schools in Iraqi Kurdistan: Representing Values of Peace and Violence

Autor/inn/en	Darweish, Marwan; Mohammed, Maamoon Abdulsamad
Titel	History Education in Schools in Iraqi Kurdistan: Representing Values of Peace and Violence
Quelle	In: Journal of Peace Education, 15 (2018) 1, S.48-75 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Darweish, Marwan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740 0201
DOI	10.1080/17400201.2017.1409198
Schlagwörter	Foreign Countries; History Instruction; Values; Peace; Violence; War; Secondary School Students; Qualitative Research; Discourse Analysis; Textbook Content; Islam; Historical Interpretation; Hidden Curriculum; Muslims; Conflict Resolution; Minority Groups; Religious Cultural Groups; Observation; Case Studies; Iraq + Suchen Sie Ihr Suchwort? Ausland; History lessons; Geschichtsunterricht; Wertbegriff; Frieden; Gewalt; Krieg; Sekundarschüler; Qualitative Forschung; Diskursanalyse; Lehrbuchtext; Historische Interpretation; Heimlicher Lehrplan; Muslim; Muslimin; Conflict solving; Konfliktlösung; Konfliktregelung; Ethnische Minderheit; Kirchliche Gruppe; Religionszugehörigkeit; Beobachtung; Case study; Fallstudie; Case Study; Irak
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01