Teaching Peace and Conflict : The Multiple Roles of School Textbooks in Peacebuilding

This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicatingthat the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict. Foreword About This Book Contents 1 Introduction: The Intersecting Roles of Education in Conflict 1.1 Victim 1.2 Accomplice 1.3 Transformer 1.4 Democratic Values and Processes 1.5 Equality and Inequality 1.6 Historical Narratives and Competing Truths References Part I Democratic Values and Processes 2 From Peace Agreement to Textbook: Education Content for Peacebuilding in Burundi Post-War 2.1 Introduction 2.2 Education, Conflict, and Peace Agreements 2.3 Context: Ethnic Violence and the APRA in Burundi 2.4 Methods 2.5 Findings: Education Content Clauses in Burundian Social Science Textbooks 2.5.1 Peace 2.5.2 National Unity 2.5.3 Reconciliation 2.5.4 Democracy 2.5.5 Patriotism 2.5.6 Ethnic Tolerance 2.5.7 Human Rights Education 2.5.8 Summary and Discussion 2.6 Conclusion References 3 Musharraf’s Enlightened Moderation: How Education Escalates Conflict in Pakistan Despite Attempted Transformation 3.1 Musharraf’s Regime 3.2 Education in Pakistan 3.2.1 Education Policies 3.2.2 Shortcomings in Teaching and Teacher Training 3.3 Theoretical Framework 3.4 Methods 3.5 Escalating Conflict through Curriculum Reform: The National Education Policy 1998–2010 3.6 Educational Governance Inhibits Musharraf’s Proposed Reforms for Peace: The National Education Policy 2006 and the National Textbook and Learning Materials Policy of 2007 3.7 Teaching Practices that Escalate Conflict 3.8 Conclusion References 4 The Multiple and Intersecting Roles of Civics Textbooks in Conflict-Affected Sri Lanka 4.1 Conflict Context 4.2 Conceptual Framework 4.2.1 Victim 4.2.2 Accomplice 4.2.3 Transformer 4.3 Methodology 4.4 Results 4.4.1 Insecure and Exclusionary Citizenship Identity 4.4.2 The Obedient Worker 4.4.3 Conflict Omission 4.5 Discussion and Conclusion References Part II Equality and Inequality 5 A Post-9/11 Analysis of Civic Education Textbooks Used in Public Schools in Afghanistan 5.1 Introduction 5.2 Theoretical Framework 5.3 Methodology 5.4 Findings 5.4.1 Democracy 5.4.2 Islam 5.4.3 Security and Insecurity 5.4.4 Human Rights 5.4.5 Gender Equality 5.5 Discussion References 6 Reproducing Inequalities Through Social Studies Textbooks in Afghanistan 6.1 Country Context 6.1.1 Soviet Invasion and Civil Wars 6.1.2 Education in Afghanistan: A History of Militarization 6.2 Theoretical Framework 6.3 Methodology 6.4 Results 6.4.1 Peace 6.4.2 Civic Responsibility and Community Engagement 6.4.3 Gender 6.4.4 Conflict 6.5 Discussion 6.5.1 Commitment Toward Peacebuilding and (Potential) Transformation of Conflict 6.5.2 Complicity in Maintaining Social Inequality 6.5.3 Victimization of Learning Through Ambiguous Accounts of History and Conflict 6.6 Conclusion References 7 Reproducing Gender Identity in Jordanian Civic Education Textbooks 7.1 Introduction 7.2 Literature Review 7.2.1 Education and Society in Jordan 7.2.2 Textbooks and Gender 7.2.3 Conceptual Frameworks 7.3 Methodology 7.3.1 Textbook Analysis 7.3.2 Interviews with Educators 7.4 Discussion 7.4.1 Textbook Analysis 7.4.2 Representation of Women 7.4.3 Gendered Language 7.4.4 Visual Representation 7.4.5 Interviews with Educators 7.4.6 Exploring Representations of Masculinity 7.5 Conclusions References Part III Historical Narratives and Competing Truths 8 No Textbooks, No Peace? Historical Narratives in South Sudan 8.1 Education, Textbooks, and Conflicts in South Sudan 8.2 Theoretical Framework 8.2.1 Conceptions of Curriculum 8.3 Methods 8.4 Findings 8.4.1 One Narrative, Two Spaces 8.4.2 Alternative Narratives Challenging the Status Quo 8.4.3 Symmetrical Conflict Interpretation 8.4.4 Polarizing Attribution of Group-Based Victimhood and Blame 8.5 The Limitations and Possibilities of History Without Written Texts 8.6 Concluding Remarks References 9 South Sudanese Primary School Textbooks: Transforming and Reinforcing Conflict 9.1 Education in South Sudan 9.1.1 Conflict 9.1.2 Education 9.2 Methodology 9.3 Results 9.3.1 Religious and Ethnic Diversity 9.3.2 Governance 9.3.3 Gender 9.3.4 Conflict 9.4 Discussion 9.4.1 Recognition of Equality and Diversity 9.4.2 Conflict Consciousness 9.4.3 Reinforcement of Divisions 9.5 Conclusion References 10 Textbook Politics: Education in Post-Conflict Bosnia and Herzegovina 10.1 Ethnocracy Trap and Segregated Education in Bosnia and Herzegovina 10.2 IREC Framework: Case Study of Bosnia 10.3 Two Schools Under One Roof 10.4 Ethnic Disciplining in Bosnian Schools: Ethno-Radicalization 10.5 Textbook Politics in Bosnia and Herzegovina 10.6 Ethnicization of Curricula in Bosnia and Herzegovina 10.7 Conclusion References 11 Conclusion: Mobilizing Textbooks for an Equitable Future 11.1 Common Themes 11.1.1 Ethnicized Learning 11.1.2 Reproducing an Obedient Citizen 11.1.3 The Past as a Challenge and Opportunity for Change 11.2 Textbooks Within the IREC Framework 11.2.1 Victimization 11.2.2 Accomplice 11.2.3 Transformer 11.3 Implications for Policy and Practice 11.3.1 International Level 11.3.2 National Level 11.3.3 Local Level 11.4 Conclusion References