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Evidence on Curriculum—Peace Education in Asia (and the Middle East)

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Schooling for Peaceful Development in Post-Conflict Societies

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Abstract

This chapter continues the examination of evidence on the implementation and effectiveness of peace education, this time focussing on a broadly interpreted geographical area of Asia. As with sub-Saharan Africa, this large region of the world has witnessed more than its fair share of violent conflict and unrest. The chapter reviews evidence from Aceh, Afghanistan, Cambodia, Iraq, Kashmir, Lebanon, Pakistan and Sri Lanka. It concludes that, despite optimistic claims, most of the empirical evidence is negative in the light of education and political contexts which are not conducive or supportive. Perhaps the main example of an attempt at systemic change or transformation in relation to peace education is Sri Lanka but the evidence in terms of implementation and effectiveness is not at all encouraging. In other countries, some individual or small-scale projects show some promise or possibility of what might be done but there is little or no evidence of systemic transformation.

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  1. School of Education, University of Birmingham, Birmingham, UK

    Clive Harber

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  1. Clive Harber
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Correspondence to Clive Harber .

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Harber, C. (2019). Evidence on Curriculum—Peace Education in Asia (and the Middle East). In: Schooling for Peaceful Development in Post-Conflict Societies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-17689-1_7

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  • DOI: https://doi.org/10.1007/978-3-030-17689-1_7

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-17688-4

  • Online ISBN: 978-3-030-17689-1

  • eBook Packages: EducationEducation (R0)

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