Teaching peace in turbulent times: Exploring Pakistani teachers’ strategies for peace education amid sectarian conflict
DOI:
https://doi.org/10.71085/sss.04.03.330Keywords:
Peace Education, Conflict Resolution, Teachers, Practices, Interpret Sectarianism, National and International LiteratureAbstract
This study explores the inclusion of teachers in peace education strategies and measures how they interpret sectarianism within their classrooms as a category of teaching experience about promoting peacemaking approaches concerning new state school syllabi and national textbook curricula. This research reviews relevant national and international literature through a critical lens. It analyses it using hermeneutics, providing an in-depth insight into the strategies teachers successfully applied to integrate peace education into their curricular activities. Obstacles faced by educators, including a lack of resources and training, as well as societal attitudes that impact the effective acceptance of education for peace, are explored in this research. This study highlights how nurturing school cultures and strong curriculum delivery guidelines are crucial for the advancement of peace education initiatives. This work is based on existing knowledge and provides recommendations for educationalists, policymakers, and practitioners in Pakistan about peace-ways within an institution. This evidence highlights the importance of developing the capacities of teachers so that they can promote peacebuilding more effectively and therefore lay a foundation for a peaceful society based on social justice.
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Data Availability Statement
Data sharing not applicable to this article as no datasets were generated or analyzed during the current study.
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