Curricula in conflict affected societies: The influence of ethnopolitics on classroom content in Kirkuk, Iraq

Abstract: Curriculum contents are of great importance in fragile, conflict-affected environments. Access to or denial of linguistically appropriate education, positive or negative portrayals of historical events, reinforcement... [ view full abstract ]

Abstract: Curriculum contents are of great importance in fragile, conflict-affected environments. Access to or denial of linguistically appropriate education, positive or negative portrayals of historical events, reinforcement or marginalisation of national identity, and the suppression or accommodation of diversity, can all influence wider identity-based conflicts and the scope for peaceful reconciliation both within countries and across borders. Yet, it remains unclear how the curriculum can be developed to best promote peaceful social transition out of conflict. Peace-building curriculum interventions aimed at dampening conflict triggers, promoting tolerance and ‘disarming’ history often focus heavily on subject review and the inclusion of additional topics from the peace education spectrum. Although depoliticising curriculum contents and ‘teaching peace’ are important interventions in conflict-affected settings, this paper strives to highlight the need to look beyond such measures.

Using a case study from the Iraq, the paper unpacks the complex relationship between curriculum, teacher ideology, school ethos and sustainable peace in the city of Kirkuk. Drawing on focus group discussions with headmasters, the paper demonstrates the impact of political and territorial contest on the delivery of school curriculum in the disputed city. It highlights how external factors can influence subject delivery within the classroom, regardless of official curriculum content. As such, the findings emphasise the need for peace-building curriculum interventions to be considered from a holistic standpoint; inclusive of sociopolitical influence over school management and pedagogical approaches.