What values do national curricular statements communicate related to peace, conflict, violence and nonviolence? Schools are places that teach morals and mind-sets—transmission belts—cultural establishments that can contribute to how a student learns (pedagogy) and what a student learns (curriculum). Informed by Curriculum Theory and Peace Education Theory this mixed-method study utilizes directive and summative content analysis to inspect the General Statement, Teachers Guide and Shari’a national curricular statements at the elementary and preparatory level (mandatory education) for the Kingdom of Saudi Arabia (KSA). It examines each document for three elements found routinely in peace education (PE): recognition of violence; addressing conflict nonviolently; and, creating the conditions of positive peace. Elementary and preparatory education is compulsory in the KSA and this study found the mandatory education of the KSA has variable content that relates to the three PE elements and that the KSA mandatory curricula only minimally teaches peace.
peace education, content analysis, Kingdom of Saudi Arabia, curriculum, PECA Project, Curriculum Theory, Peace Education Theory
Standish, Katerina and Talahma, Rula
"Looking for Peace in the National Curricula of the Kingdom of Saudi Arabia,"
Peace and Conflict Studies: Vol. 23:
2, Article 2.
Available at: https://nsuworks.nova.edu/pcs/vol23/iss2/2