Barriers to Peace Education in Iraq: Overcoming Terminology and Tradition

Iraq’s modern history has seen the country subjected to a myriad of external and internal influences, from internationally imposed sanctions to regional conflicts and occupation. Each crisis has taken its toll on the Iraqi... [ view full abstract ]

Iraq’s modern history has seen the country subjected to a myriad of external and internal influences, from internationally imposed sanctions to regional conflicts and occupation. Each crisis has taken its toll on the Iraqi population, and the cumulative effects of sustained deprivation and instability have had notable long-term societal implications. As the country moves forward, Iraq’s youth-population must play a significant part in achieving a peace that they have never experienced. It is therefore essential that they are supported to play this active role in shaping society. The goal of education policy-makers in Iraq must not be limited only to addressing the damaged educational infrastructure, attention must also be paid to ensuring that appropriate educational measures are taken to support wider societal priorities, such as, peaceful co-existence.

In this respect education curricula can be used to strengthen the promotion of the knowledge and skills needed for students to interpret the world around them and react to potential conflicts in a peaceful and non-violent manner. Both the Kurdistan Regional Government Ministry of Education and The Central Baghdad Ministry of Education, along with various United Nations agencies, have attempted to engage with the concept of Peace Education in Iraq over the last 10 years. Yet the scope of the subject, confusion over terminology and lack of co-ordination have limited its implementation. This paper draws on interviews conducted with key Iraqi education actors, Ministry officials and teachers themselves, to explore the evolution of, and restrictions to, implementing Peace education in Iraq.