Curriculum development in fragile states to encourage peace and reduction of conflict (GSDRC Helpdesk Research Report 1313)

This paper looks at a range of approaches to developing curricula that promote peace, and the evidence on their effectiveness

Abstract

Query

Review the literature to identify lessons learned and/or promising practices related to education curriculum development/adaptation in fragile states to encourage peace and reduction of conflict. Specific examples that demonstrate the positive aspects of relevant curriculum (and curriculum development practices) are desirable.

Overview

Research on education and conflict shows that education systems are not politically neutral but are an important part of the political economy that can exacerbate or mitigate conflict (Novelli et al., 2014; Bush and Saltareilli, 2000). The curriculum can be used as a vehicle to promote dominant ideologies. There are numerous instances where school curricula have been used to oppress particular ethnic groups and to promote hatred, xenophobic and racist ideologies, militarism and religious warfare (Dupuy, 2008). On the other hand, there are also many examples of curricula that have been deliberately designed to promote peace. This paper looks at a range of approaches to developing curricula that promote peace, and the evidence, where available, of the effectiveness of such approaches.

Citation

Naylor, R. Curriculum development in fragile states to encourage peace and reduction of conflict (GSDRC Helpdesk Research Report 1313). Governance and Social Development Resource Centre, University of Birmingham, Birmingham, UK (2015) 15 pp.

Curriculum development in fragile states to encourage peace and reduction of conflict (GSDRC Helpdesk Research Report 1313)

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