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Analysis of the South African School Curriculum for Strengthening Peace Education

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Title: Analysis of the South African School Curriculum for Strengthening Peace Education
Language: English
Authors: Lorna Truter (ORCID 0000-0002-7177-8325), Ashley Gunter (ORCID 0000-0002-0993-0955), Adri du Toit (ORCID 0000-0002-3354-6830)
Source: Journal of Peace Education. 2025 22(3):352-371.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Peace, Secondary School Curriculum, Curriculum Evaluation, Conflict, Racial Segregation, Stranger Reactions
Geographic Terms: South Africa
DOI: 10.1080/17400201.2025.2494506
ISSN: 1740-0201
1740-021X
Abstract: Education for peace is pivotal to South Africa's efforts to promote harmony and address its deeply rooted conflicts. As the nation confronts the lingering impact of apartheid, as well as current challenges like xenophobia and social exclusion, peace education emerges as a key tool for fostering a future of justice, unity, and respect. Research on integrating peace education into the secondary school curriculum highlights its transformative potential. It not only bridges gaps between diverse communities but also equips students with critical skills like conflict resolution, intercultural communication, and a deeper understanding of human rights. However, significant barriers remain. Deep-rooted societal issues, such as economic inequality and political instability, hinder efforts to promote cohesion among South Africa's diverse populations. Despite the end of apartheid, its legacy persists, manifesting in entrenched prejudices and xenophobia. Xenophobia, though targeting nationalities rather than race, still echoes the segregation of the past. To cultivate a harmonious society, these legacies must be addressed. Moreover, peace education in South Africa is inconsistently implemented across schools, with some institutions fully integrating it and others barely touching upon it. This inconsistency highlights the need for a strengthened and standardized curriculum to ensure peace education becomes a sustained, nationwide initiative.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505325
Database: ERIC
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  Value: <anid>AN0189475050;rfp01dec.25;2025Nov25.05:14;v2.2.500</anid> <title id="AN0189475050-1">Analysis of the South African school curriculum for strengthening peace education </title> <p>Education for peace is pivotal to South Africa's efforts to promote harmony and address its deeply rooted conflicts. As the nation confronts the lingering impact of apartheid, as well as current challenges like xenophobia and social exclusion, peace education emerges as a key tool for fostering a future of justice, unity, and respect. Research on integrating peace education into the secondary school curriculum highlights its transformative potential. It not only bridges gaps between diverse communities but also equips students with critical skills like conflict resolution, intercultural communication, and a deeper understanding of human rights. However, significant barriers remain. Deep-rooted societal issues, such as economic inequality and political instability, hinder efforts to promote cohesion among South Africa's diverse populations. Despite the end of apartheid, its legacy persists, manifesting in entrenched prejudices and xenophobia. Xenophobia, though targeting nationalities rather than race, still echoes the segregation of the past. To cultivate a harmonious society, these legacies must be addressed. Moreover, peace education in South Africa is inconsistently implemented across schools, with some institutions fully integrating it and others barely touching upon it. This inconsistency highlights the need for a strengthened and standardized curriculum to ensure peace education becomes a sustained, nationwide initiative.</p> <p>Keywords: Peace education; South Africa; xenophobia; apartheid legacy; conflict resolution; curriculum integration</p> <hd id="AN0189475050-2">Introduction</hd> <p>In post-apartheid South Africa, conflict (tensions, disputes, or struggles that arise from the country's complex socio-political, economic, and cultural dynamics) and inequality loom large, and the country's educational system still struggles to nurture a genuine commitment to peace and justice. Despite efforts to rectify past wrongs through the secondary school curriculum, challenges such as violence and marginalisation persist, according to historical analyses (Adonis and Silinda [<reflink idref="bib2" id="ref1">2</reflink>]; Ntshoe [<reflink idref="bib25" id="ref2">25</reflink>]). This is a result of apartheid's legacy of entrenched inequality (Gukurume and Godfrey [<reflink idref="bib21" id="ref3">21</reflink>]). South Africa continues to face pervasive violence as this is deeply rooted in the apartheid legacy. The system that was characterised by oppression and institutionalised racial segregation continues to manifest through crime and violence as can be seen today. The apartheid era marked systemic violence, human rights abuse, racial segregation and economic disparity, albeit between the black and white populations, these issues still lingers today between all demographic spheres of the country. The economic disenfranchisement of a select group of people during the apartheid years furthermore has long-lasting effects in persistent poverty and inequality, which is evident among the informal settlements with inadequate access to service delivery and resulting crime and violence (Saferspaces [<reflink idref="bib27" id="ref4">27</reflink>]; Walden and Zhukov [<reflink idref="bib32" id="ref5">32</reflink>]). Existing xenophobia, which manifests in both the social fabric and the educational system, is another pressing concern today. Its catalysts include economic disparity, political unrest, and social estrangement. Frequently, South Africans marginalised by the benefits of a post-apartheid nation view foreign nationals as economic rivals or even threats to national cohesion (Gukurume and Godfrey [<reflink idref="bib21" id="ref6">21</reflink>]).</p> <p>Peace education provides a means to traverse the afore-mentioned concerns. Literature on peace education, conflict resolution, and post-conflict societies suggests that adopting a comprehensive peace education curriculum could be transformative (Ntshoe [<reflink idref="bib25" id="ref7">25</reflink>]; Tsafack [<reflink idref="bib30" id="ref8">30</reflink>]). Including peace education as part of the formal curriculum addresses both historical legacies and contemporary challenges in an effort to create a more inclusive society. The aim of the current project was to investigate the South African secondary school curriculum's position on peace and its relationship to peace education in the country's schools. We sought to determine how this curriculum aligns with concepts of peace, as well as its assets and weaknesses. The highest aspiration? Proposing a curriculum that is better suited to the country's distinctive sociohistorical context. One that takes into account the marginalised, recognises power dynamics, and paves the way for authentic peace education.</p> <p>Although peace education has been incorporated into subjects such as Life Orientation (Department of Basic Education [<reflink idref="bib9" id="ref9">9</reflink>], 12), with for example the removal of racist language (Abraham [<reflink idref="bib1" id="ref10">1</reflink>]) the secondary school curriculum appears inadequate in addressing xenophobia and its causes. However, by incorporating concepts such as conflict resolution (processes, strategies, and interventions aimed at addressing and resolving disputes, tensions, and disagreements arising from the country's historical, social, and economic challenges), intercultural communication, and human rights, students may be better equipped to combat violence and exclusion in their spaces. South Africa's path to peace requires a curriculum that is both retrospective and prospective. It should respect the experiences of its diverse communities, recognise the power dynamics at play, and employ a comprehensive approach to peace education. By imparting these values to learners, particularly at the secondary school level, we are preparing them not only for exams, but also for life in a peaceful South Africa. And by doing so, we move closer to a society in which peace is the norm rather than the exception.</p> <hd id="AN0189475050-3">Peace and conflict in South Africa</hd> <p>Apartheid, a system of institutionalised racial segregation and discrimination that endured from 1948 to 1994, is inextricably intertwined with South Africa's history of peace and conflict. During this period, the conflict in South Africa was predominantly characterised by the struggle of the black majority for political, social, and economic rights against the oppressive rule of the white minority. The end of apartheid was a pivotal moment in South African history, but it also ushered in a new era of peace and conflict. While significant progress has been made towards reconciliation and social justice, issues of inequality and marginalisation persist (Badat and Sayed [<reflink idref="bib3" id="ref11">3</reflink>]). Xenophobia, or the dread and hatred of foreigners, is one of the most urgent problems facing South African society today. In South Africa, xenophobia has emerged as a significant source of conflict, with locals frequently targeting foreign nationals for perceived economic and social threats (Matema and Kariuki [<reflink idref="bib24" id="ref12">24</reflink>]). Several factors contribute to the persistence of xenophobia in South Africa, including economic inequality, political instability, and a lack of social cohesion (Gukurume and Godfrey [<reflink idref="bib21" id="ref13">21</reflink>], 182). South African society continues to be plagued by pervasive violence and the marginalisation of certain groups, despite the nation's efforts to address the issue, including through the secondary school curriculum.</p> <p>To address these issues, a more comprehensive approach to peace education is required, one that considers not only the historical context of conflict but also the contemporary factors that contribute to violence against marginalised groups (Lastikova [<reflink idref="bib23" id="ref14">23</reflink>]). The current project argues that such an approach should include a concentration on conflict resolution, improving intercultural communication, and education on human rights, as well as a deeper understanding of the historical and cultural factors that contribute to xenophobia and other forms of violence and marginalisation. Overall, South Africa's history of peace and conflict is complex and multifaceted, reflecting the nation's longstanding struggles with inequality, oppression, and social injustice (Gukurume and Godfrey [<reflink idref="bib21" id="ref15">21</reflink>], 190; Lastikova [<reflink idref="bib23" id="ref16">23</reflink>]). There is still much work to be done to promote a more tranquil and just society, one that is inclusive of all South Africans regardless of race, ethnicity, or nationality, despite the substantial progress that has been made.</p> <hd id="AN0189475050-4">Peace education</hd> <p>According to Lahai and Ware ([<reflink idref="bib22" id="ref17">22</reflink>]), as well as Samura ([<reflink idref="bib28" id="ref18">28</reflink>]), in order to promote the prerogative of preventing further violence in conflict ridden countries, it is of paramount importance to remember the past, with the accompanying underlying concepts of justice and peace, while also incorporating cultural contextualisation to (re)shape social ideals and values, belief systems and cultural norms. This should be done through peace education.</p> <p>UNICEF ([<reflink idref="bib31" id="ref19">31</reflink>], 1) defines peace education as '<emph>the process of promoting the knowledge, skills, attitudes and values needed to bring about behaviour changes that will enable children, youth and adults to prevent conflict and violence both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an intrapersonal, interpersonal, intergroup, national or international level</emph>'. The term 'education' in this definition refers to any formal and or informal process that develops such knowledge, skills, attitudes and values that lead to behaviour change. UNICEF ([<reflink idref="bib31" id="ref20">31</reflink>], 5) outlines eight steps to implement in order to achieve behaviour change, namely, 1) becoming aware of and 2) becoming concerned about said issue, 3) acquiring knowledge and skills associated with the issue, 4) becoming motivated through new attitudes and values, 5) intending to act, 6) attempting said behaviour, 7) evaluating the process and lastly, 8) practising the recommended behaviour. Peace education is therefore regarded as a social practice that develops learners' and other peoples' capacities to conscientiously construct elements to promote the peace prerogative (Samura [<reflink idref="bib28" id="ref21">28</reflink>]).</p> <p>In the context of the current paper, however, peace education will be referred to as '<emph>[formal] education for [peaceful] coexistence [that] seeks to replace dehumanizing stereotypes, chronic distrust, hostility, and moral exclusion with, first, tolerance and minimal co-operation and, ultimately, with moral inclusion</emph>' as provided by Opotow, Gerson, and Woodside ([<reflink idref="bib26" id="ref22">26</reflink>], 307). Education (in general) allows learners the opportunity to develop human capital and increase their potential earnings through becoming productive members of society. Education can also be seen as providing emphasis on the related social status as well as increasing a learners' connection to existing social norms and values about appropriate behaviour and, therefore, enhances social integration (Biziouras and Birger [<reflink idref="bib4" id="ref23">4</reflink>]). Furthermore, Samura ([<reflink idref="bib28" id="ref24">28</reflink>]) indicates that there is an association between years of schooling and both direct and indirect influences in the decreased risk of drivers of conflict. However, the same author warns that a school may also be regarded as '<emph>an abode of steaming conflicts, and a breeding ground for reoccurring conflicts</emph>' (Samura [<reflink idref="bib28" id="ref25">28</reflink>], 24), seeing that youths from diverse and often conflicting backgrounds occupy the same space. This then illustrates the crucial, but precarious role that education plays as a means to promote peaceful inclusive societies representative of justice and tolerance. Peace education aims to provide learners with understanding, skills and values needed to resolve contextual challenges in a cooperative manner, in a formal construct such as included in a curriculum, but also as a means to be promoted through what is called the 'hidden curriculum' (Gukurume and Godfrey [<reflink idref="bib21" id="ref26">21</reflink>], 189).</p> <p>It is believed that through proper education, people (youth in this case) will be more inclined to take ownership of the peace-building initiatives within their communities (Lahai and Ware [<reflink idref="bib22" id="ref27">22</reflink>]). Being reminded of South Africa's past atrocities is, however, no longer adequate in the narrative for peace education of the country. For this reason, it is imperative to (re)consider the evolution of the conflict of the country, in order for peace education to be framed within the sociocultural contexts (beliefs and practices) of the nation. Such a re-evaluation of peace education should then enable contextual narratives to promote a broader social peace education agenda that takes cognisance of the past, but also addresses pertinent issues resulting in current conflicts (such as xenophobia).</p> <hd id="AN0189475050-5">The South African peace education curriculum</hd> <p>The South African school system has undergone extensive changes since the democratic elections of 1994 (Chisholm [<reflink idref="bib5" id="ref28">5</reflink>]; Du Toit and Kempen [<reflink idref="bib18" id="ref29">18</reflink>]). These curriculum changes aimed to address the apartheid legacy and subsequent inequalities experienced by the population (Graven [<reflink idref="bib20" id="ref30">20</reflink>]). The implemented changes resulted in the secondary school system in South Africa adopting the National Curriculum Statement (NCS), which had been in place since 2002 (Department of Basic Education [<reflink idref="bib6" id="ref31">6</reflink>]). The NCS was, however, widely criticized for being too vague and lacking in detail, which made it difficult for teachers to implement the curriculum effectively. In addition, there were concerns that the NCS did not adequately prepare learners for further education or the workforce (Chisholm [<reflink idref="bib5" id="ref32">5</reflink>]). In response to these concerns, the Department of Basic Education began a process of curriculum reform in 2009, which resulted in the development of the Curriculum and Assessment Policy Statement (CAPS). The CAPS is designed to provide a more detailed and comprehensive curriculum that is aligned with international standards and prepares learners for the demands of the twenty-first century (Department of Basic Education [<reflink idref="bib6" id="ref33">6</reflink>]). The development of the CAPS involved extensive consultation with stakeholders, including teachers, academics, and subject experts (Chisholm [<reflink idref="bib5" id="ref34">5</reflink>]). This revised curriculum was piloted in selected schools in 2011 before being implemented nationwide in 2012 and is structured around the four key learning areas of language, mathematics, life skills, and specialized subject knowledge. The redesigned South African school curriculum aims to provide learners with a broad and balanced academic knowledge, practical skills and values education (Department of Basic Education [<reflink idref="bib6" id="ref35">6</reflink>]). Since its introduction, the CAPS has been subject to ongoing review and revision to ensure that it remains relevant and effective (Department of Basic Education [<reflink idref="bib17" id="ref36">17</reflink>]).</p> <p>The concept of peace is included in some subjects and phases of the South African school curriculum. One subject where it is explicitly referenced is Life Orientation, a compulsory subject that is prescribed for grades <emph>R</emph>-12, in other words, from the first entry in formal schooling up to and including the exit-level (from 7 years of age up to 18 years) (Department of Basic Education [<reflink idref="bib6" id="ref37">6</reflink>]). According to the CAPS for Life Orientation, peace education is defined as '<emph>the study of how to establish and maintain peaceful relationships among people and nations</emph>' (Department of Basic Education [<reflink idref="bib6" id="ref38">6</reflink>], 68). Peace education is also included in the curricula of other subjects, such as History, although such subjects are not compulsory to all learners. In these subjects, the concepts related to peace education explores topics related to South Africa's history of conflict and inequality. For example, the CAPS for History in Grades 10–12 (16 years of age to 18 years) includes the study of South Africa's transition to democracy and the Truth and Reconciliation Commission, which are important components of the country's efforts to achieve peace and reconciliation (Department of Basic Education [<reflink idref="bib8" id="ref39">8</reflink>]). Furthermore, the CAPS for Creative Arts includes the development of learners' cultural awareness and appreciation, as well as the promotion of positive values such as respect (Department of Basic Education [<reflink idref="bib13" id="ref40">13</reflink>]).</p> <p>Lahai and Ware ([<reflink idref="bib22" id="ref41">22</reflink>]) state that although context-specific education programs had been designed and incorporated into school curricula, it is imperative that the progress of such curricula be monitored and adjusted according to the locally framed and culturally aware peace education strategies that are sensitive to the local realities. The same is therefore true for the South African context and school curriculum. Seeing as though Life Orientation is a subject that is compulsory for all learners in grades R through 12, this subject allows for both upward and depth progression of a concept for learners throughout their entire secondary school experience. After a broader, general analysis of the CAPS curriculum, the CAPS for Life Orientation was therefore particularly analysed as a potential vehicle to amend the current curriculum for the purpose of strengthening the peace education prerogative therein for a historical, as well as current contextually relevant educational program.</p> <hd id="AN0189475050-6">Research method: systematic review</hd> <p>In order to achieve a holistic inclusion of peace education within the current contextual circumstance of South Africa, the study was based on an extensive systematic review of accessible literature from the African perspective. A conceptual approach through thematic analysis of relevant literature regarding peace education was therefore implemented. In addition, systematic thematic analysis was conducted of the current Curriculum and Assessment Policy Statement (CAPS) documents of the South African secondary school education system to determine if, and to what extent, peace education is included in its intended curriculum. In South Africa, secondary school education comprises grades 8 and 9 (14 years of age to 15 years) of the Senior Phase, followed by grades 10–12 (16 years of age to 18 years) of the Further Education and Training (FET) Phase. The curriculum document analysis for the current study was therefore applied to the CAPS documents of all subjects offered in grades 8 and 9 (14 years of age to 15 years) (the last 2 years of the Senior Phase), as well as all non-language subjects in the FET Phase. The decision to exclude language subjects was based on the belief that the focus of language subjects must be to develop language, not content knowledge of socio-political or socio-economic topics, which were the focus of our study. In addition to the exclusion of the language subjects, the CAPS documents for sign language were also omitted, due to the fact that such documents are regarded as specialised documents, which not all secondary school learners are exposed to. Truong ([<reflink idref="bib29" id="ref42">29</reflink>]) argues that systematic reviews are essential for assessing the academic development of a discipline, i.e. a research field in order to provide curriculum transformation. These reviews can provide insights into various aspects, including theoretical awareness of current topics, methodological sophistication, and the direction of research progress. Such reviews can be seen as Curriculum transformation and or Africanisation in the African context. Curriculum transformation, rather than curriculum development focusses on a critical examination to revise and or reimagine the existing curriculum to address systemic inequalities, historical injustices and biasness, as opposed to the design and implementation of specific course materials to address a particular subject.</p> <p>In order to complete the current review, the authors identified the main dimensions that should be included to strengthen peace education within the curricula of secondary schools as the underlying theoretical positioning of the study. These a-priori topics of themes included conflict resolution, intercultural communication, and human rights education, along with information on xenophobia. The authors conducted a systematic literature review of various academic platforms, available to the academics from the university library platform, to analyse the identified topics. No new topics emerged, but rather, the focus remained on the fore mentioned themes. Such sources included accredited journal articles, books, reports, and other credible published materials as data sources. The systematic analytical review of the CAPS utilised the same predetermined topics. To ensure data credibility, all of the materials' titles, abstracts and keywords were screened before proceeding with the search. Notably, the analysis only included sources published in English, due to time and accessibility constraints. The CAPS documents are available only in English and Afrikaans (two of the eleven official languages of South Africa, with the twelfth being sign language). The Afrikaans documents were translated from the original English documents though, and, as English is the language of instruction in the vast majority of secondary schools in South Africa, only these curriculum documents were analysed. The analysis was conducted by an expert in the field of curriculum analysis, and verified by the remaining researchers who focus on peace – and conflict education (teaching and learning processes aimed at equipping individuals and communities with the knowledge, skills, and attitudes needed to understand, manage, and transform conflicts in ways that promote peace, social justice, and reconciliation). Ethical clearance was received from the institution in question, but the project formed part of a larger Decolonial Education for Peace in Africa initiative (DEPA), running from 2021 to 2023.</p> <p>The first step in the document analysis process was to determine what is being taught in the secondary school curriculum regarding peace and conflict, through undertaking a systematic review of the CAPS documents. Initially, the documents for all of the subjects, excluding the language and sign language subjects, were scrutinised for their inclusion or mentioning of information direct or indirect terminology pertaining to peace and/or conflict (Tables 1 and 2). In addition to this, the curriculum documents were also analysed for any information directly related to the concept of xenophobia (Table 3). The CAPS documents for the Senior Phase (grades 8 and 9) included Creative Arts, Economics Management and Sciences, Life Orientation, Mathematics, Natural Sciences, Social Sciences and Technology. Regarding the Further Education and Training (FET) phase, 38 subjects were scrutinised. Although it could be assumed that some subjects such as Mathematics, Hospitality Studies, Consumer Studies, Visual Arts, and others would not include information on the topics, they were included in the document analyses for purposes of comprehensiveness. The findings in this regard for the Senior Phase are reported first, followed by the findings from the FET Phase. The Senior Phase lays the foundation for subsequent learning in the FET Phase, but many learners leave school at the end of Grade 9 to pursue employment, even before entering into the FET Phase of schooling (Du Toit and Kempen [<reflink idref="bib19" id="ref43">19</reflink>]).</p> <p>Table 1. The inclusion of the term 'peace' in the South African secondary school curriculum.</p> <p> <ephtml> <table><thead><tr><td>Phase and subject</td><td>Evidence (quotations) from the subject's curriculum document</td><td>Page number</td></tr></thead><tbody><tr><td>Senior Phase Life Orientation</td><td>Constitutional rights and responsibilities "Contributions of various religions in promoting peace"</td><td>p. 10, 23</td></tr><tr><td>Senior Phase Social Sciences</td><td>"promoting human rights and peace by challenging prejudices that involve race, class, gender, ethnicity and xenophobia"</td><td>p. 9</td></tr><tr><td>FET Phase History</td><td>"promoting human rights and peace by challenging prejudices that involve race, class, gender, ethnicity and xenophobia"</td><td>p. 8</td></tr><tr><td>The South African War from 1899 to 1902 "the end of the war: peace negotiations"</td><td>p. 18</td></tr><tr><td>Case study: The Middle East "the Arab-Israeli conflict - the issue of refugees; military occupation of the West Bank; responses of Israelis and Palestinians; Intifadas and peace processes between 1979 and 2000"</td><td>p. 22</td></tr><tr><td>"The Second World War had been fought to attain democracy but it did not deliver lasting peace or a better society" Civil society protests: "• the peace movements: disarmament; students and anti-war movements; and • civil rights movements."</td><td>p. 28, 44</td></tr><tr><td>FET Phase Religion Studies</td><td>"Religion in areas of recent conflict in South Africa, Africa and the world: identify and study two or three areas of recent conflict – Analyse these situations; – In what ways is religion part of the problem?; – In what ways is religion part of the solution by the prevention of conflict and by peace-making?"</td><td>p. 19</td></tr></tbody></table> </ephtml> </p> <p>Table 2. The inclusion references to 'conflict' in the South African secondary school curriculum.</p> <p> <ephtml> <table><thead><tr><td>Phase and subject</td><td>Evidence from the subject's curriculum document</td><td>Page numbers</td></tr></thead><tbody><tr><td>Senior Phase Social Sciences</td><td>'Conflict' is mentioned five times, but reference is made to conflict and war, including conflict between superpowers and the 'Cold War', Conflict on the frontiers of the Cape Colonies in the 19<sup>th</sup> century</td><td>pp. 16, 17, 23, 36, 42</td></tr><tr><td>FET Phase History</td><td>'Conflict' is referred to 11 times in this curriculum document, but it refers to "wars", such as Africa in the Cold War, USSR, USA, Cuba, China, The Zulu War etc.</td><td>pp. 16, 17, 22, 24, 25, 27, 46</td></tr><tr><td>FET Phase Religion Studies</td><td>References to 'conflict' in this curriculum were found seven times, but it refers to "religious war", for example: <list list-type="Bullet"><list-item><p>"Interaction of religions: - Tolerance, respect, dialogue, conflict, fundamentalism, pluralism, propaganda, indoctrination and syncretism"(p. 12)</p></list-item><list-item><p>"Understanding functionalist and conflict theories" (p. 16)</p></list-item><list-item><p>"Religion in areas of recent conflict in South Africa, Africa and the world: identify and study two or three areas of recent conflict: - Analyse these situations; - In what ways is religion part of the problem?; - In what ways is religion part of the solution by the prevention of conflict and by peacemaking?; - Specialisation in one religion" (p. 19)</p></list-item></list></td><td>pp. 10, 12, 16, 19, 22</td></tr><tr><td>FET Phase Life Orientation</td><td>'Conflict resolution' is mentioned in the overview of topics section</td><td>p. 12</td></tr><tr><td>"Life skills required to adapt to change as part of ongoing healthy lifestyle choices: stressors, change and quality of life. </td><td>p. 21</td></tr><tr><td /><td>− Identify stressors: physical, emotional, social, and environmental factors (abuse, vocation, life crises, personality, and social pressure)</td><td /></tr><tr><td /><td>− Assess levels of stress: signs and symptoms of stress, positive stress, and negative stress</td><td /></tr><tr><td /><td>− Stress management: coping mechanisms and/or management techniques, develop and implement own strategy</td><td /></tr><tr><td /><td>− Conflict resolution skills: interpersonal and intra-personal"</td><td /></tr></tbody></table> </ephtml> </p> <p>Table 3. The inclusion of direct references to 'xenophobia' in the South African secondary school curriculum.</p> <p> <ephtml> <table><thead><tr><td>Phase and subject</td><td>Evidence (quotations) from the subject's curriculum document</td><td>Page number(s)</td></tr></thead><tbody><tr><td>Senior Phase Social Sciences</td><td>As part of the explanation of what History is: "promoting human rights and peace by challenging prejudices involving race, class, gender, ethnicity and xenophobia"</td><td>p. 9</td></tr><tr><td>FET Phase History</td><td>'Xenophobia' is explicitly mentioned twice: (1) As part of the explanation of what History is: "promoting human rights and peace by challenging prejudices involving race, class, gender, ethnicity and xenophobia" and (2) as part of the subject's teaching-learning content when included in a case study on Ghana: "destructive face of nationalism: identity, exclusion, xenophobia, war and ethnic cleansing (post-1990 Eastern Europe)."</td><td>p. 8, 23</td></tr><tr><td>FET Phase Life Orientation</td><td>As part of the main topic: Democracy and human rights: "Concepts: diversity, discrimination and violations of human rights. - Contexts: race, religion, culture, language, gender, age, rural/urban, xenophobia, human trafficking and HIV and AIDS status"</td><td>p. 12</td></tr></tbody></table> </ephtml> </p> <hd id="AN0189475050-7">Findings: references to peace in the secondary school CAPS</hd> <p>As the Senior Phase is possibly, the last formal schooling that many learners will attend, education in this phase is critical to contribute to social development in South Africa, making this the ideal space to include peace education to benefit most learners. Yet, only two subject curricula in the Senior Phase include some content that may contribute to peace education, namely Life Orientation and Social Sciences (Table 1).</p> <p>The Senior Phase Life Orientation CAPS mentions the sub-topic 'Contributions of various religions in promoting peace' within the main topic 'Constitutional rights and responsibilities' (Department of Basic Education [<reflink idref="bib11" id="ref44">11</reflink>], 10, 23) in the curriculum's content overview tables. Its inclusion in the overview tables implies that this content should be unpacked in detail (in other words, what to teach regarding this sub-topic) somewhere in the curriculum document, yet it is not. Therefore, although the content is implied, it is not included as learning content in Senior Phase Life Orientation (Table 1). The second subject in the Senior Phase which includes content that aligned with the codes we searched for, was Social Sciences. Social Sciences is a subject that includes a combination of History and Geography education (Department of Basic Education [<reflink idref="bib12" id="ref45">12</reflink>], 8). As part of the description of what History in the Social Sciences curriculum entails, this CAPS document denotes History as 'promoting human rights and peace by challenging prejudices involving race, class, gender, ethnicity and xenophobia' (Department of Basic Education [<reflink idref="bib12" id="ref46">12</reflink>], 9). Yet, detailed teaching-learning content on these particular aspects are not included in the curriculum (Table 1). Therefore, we surmised that, even though the intentions of two subjects in the Senior Phase curriculum might have been to include (some) peace education, it is not at all evident in the actual teaching-learning content unpacked in the subject curricula.</p> <p>As was found in the Senior Phase, only two subject curricula in the FET Phase explicitly include teaching-learning content regarding peace, or in support of peace education. These are History, and Religious Studies (Table 1). In FET History, the focus of peace relates to the ending of war, and includes such wars as the South African war from 1899 to 1902, the Middle Eastern conflicts and the Second World War (Department of Basic Education [<reflink idref="bib8" id="ref47">8</reflink>], 22, 28) (Table 1). Where the topic is somewhat relevant regarding the current contextual factors faced by South Africans, teaching-learning content on peace is further directly associated with civil society protests (Department of Basic Education [<reflink idref="bib8" id="ref48">8</reflink>], 28) (Table 1), and later in the same document it is pertinently included as one of the types of assessment learners can expect (Department of Basic Education [<reflink idref="bib8" id="ref49">8</reflink>], 44). Regarding the CAPS for Religion Studies, the sub-topic of peace (Table 1) is structured around how religion contributes to conflict around the world and in South Africa, but allows the learners to see a more inclusive view about how peacemaking can be achieved through religion (Department of Basic Education [<reflink idref="bib10" id="ref50">10</reflink>], 19). It can therefore be concluded that a dearth in the CAPS exits as to teaching-learning content engendering what a peaceful society refers to, and how it can be achieved.</p> <p>A second round of curriculum document analyses explored if and how references to conflict – as opposed to peace, were included in the South African secondary school curriculum.</p> <hd id="AN0189475050-8">Findings: references to conflict in the secondary school CAPS</hd> <p>The Social Sciences curriculum document is the only one explicitly referring to 'conflict' in the Senior Phase (Department of Basic Education [<reflink idref="bib12" id="ref51">12</reflink>]) (Table 2). References to conflict relate to conflict in the form of wars that have been waged in the past, across the world, as well as in South Africa (Table 2). This content therefore brings the concept of conflict a bit closer to home, or more in alignment with what (some of the) South African learners might view as relevant to their own lives. Yet, the focus is on war, rather than peace, diminishing the potential of this content in the Social Sciences curriculum to truly contribute to learners' learning about and understanding of peace as a concept relevant to their own lives.</p> <p>Regarding the FET Phase CAPS documents, upon initial investigation, several subjects appeared to include content related to conflict. Closer inspection and deeper analyses, however, revealed that this is not the case. The subject curriculum for Business Studies, for example, mentions 'conflict management', however, the context of conflict management in this subject curriculum relates to the issues of conflict within the workplace, and workplace conflict resolution (Department of Basic Education [<reflink idref="bib7" id="ref52">7</reflink>], 8, 11, 22, 30, 39). Similar references to conflict, which do not relate to peace education were found in, for example Dramatic Arts, Marine Sciences (Department of Basic Education [<reflink idref="bib14" id="ref53">14</reflink>], [<reflink idref="bib15" id="ref54">15</reflink>]). The FET subject Music refers to peaceful coexistence within the indigenous African music stream, and mentions once that a stereotype might refer to xenophobia, but also racism, sexism, and homophobia and state that these stereotypes might relate to propaganda, biasness and hidden messages in mass media as a tool to influence the public on how to feel about an issue within music (Department of Basic Education [<reflink idref="bib16" id="ref55">16</reflink>]). These examples are, however, different from the topic of peace, conflict, and xenophobia as related to the article in question (see Table 2) and were therefore not deemed as contributing to the evidence of peace education in the South African secondary school curriculum.</p> <p>Unsurprisingly, FET Phase History refers to conflict eleven times, but as with Social Sciences, this also relates to past wars and does not include any aspect of personal growth and development, but rather relates to learning the subject matter (Table 2). Conflict is also mentioned in the FET Phase Religion Studies curriculum document seven times (Table 2), but similar to our finding for History in this regard, references to 'conflict' in Religion Studies refers to religious wars. However, considering the aspect of conflict in religion, reference is made to tolerance, respect, dialogue, conflict, fundamentalism, pluralism, propaganda, indoctrination, and syncretism, along with understanding functionalist and conflict theories (Department of Basic Education [<reflink idref="bib10" id="ref56">10</reflink>], 12) (Table 2). These aspects relate to the understanding of the root causes of conflict while trying to promote strategies that foster peace and tolerance, which can indeed be applied to the current situational factors of South Africa in relation to peace education and xenophobia. However, seeing as this subject is not compulsory, but rather an elective subject, this contribution toward 'peace education' will only benefit Religion Studies learners. Conflict is repeatedly mentioned in the FET Phase CAPS for Life Orientation (Table 2). Conflict appears initially in the subject overview as teaching-learning content should be taught in the curriculum (Department of Basic Education [<reflink idref="bib9" id="ref57">9</reflink>], 12). This is then followed by information regarding conflict resolution for personal use, or as a 'life skill' (Department of Basic Education [<reflink idref="bib9" id="ref58">9</reflink>], 21) (Table 2). Although it is well-structured and in-depth, the information concerns the issue of stress management and coping techniques rather than conflict management within the greater society.</p> <p>The third round of curriculum document analyses explored if and how references to xenophobia – as a critical destabiliser of peace in South Africa – are explicitly or implicitly included in the South African secondary school curriculum.</p> <hd id="AN0189475050-9">Findings: references to xenophobia in the secondary school CAPS</hd> <p>Reference is made to xenophobia in only three secondary school subject in the South African curriculum (Table 3). This is only referred to once in the Senior Phase in Social Sciences, where only a brief reference is made to the topic, but it is never repeated and or discussed (Table 3). In the FET Phase, it is referred to in History and Life Orientation only (Table 3).</p> <p>In the History CAPS xenophobia is mentioned twice. First, the curriculum document states that History as a subject promotes human rights and peace by challenging the prejudice of amongst others, ethnicity and xenophobia (Department of Basic Education [<reflink idref="bib8" id="ref59">8</reflink>], 8). Later, in the same document it is included as part of a case study related to xenophobia in Ghana (<reflink idref="bib23" id="ref60">23</reflink>). The content, therefore, does not necessarily directly relate to the local lived experience of the South African learners, but is considered to be part of the formal teaching-learning content. History is an optional subject in the FET Phase, and therefore only a small number of learners will benefit from this learning content. Xenophobia is explicitly dealt with as teaching-learning content in the FET Phase Life Orientation curriculum, specifically falling in the main topic called democracy and human rights (Department of Basic Education [<reflink idref="bib9" id="ref61">9</reflink>], 12). As can be seen in Table 3, it is one of several other critical issues dealt with, which might result in this particular focus not receiving recognition as a stand-alone critical issue which learners must be cognisant of, and be prepared for. On the positive side, Life Orientation is a compulsory subject in the FET Phase for all learners, and therefore this is the one place in the FET Phase where all learners will receive at least some exposure to the concept and how it impacts human rights.</p> <p>Overall, our findings indicate that while the current curriculum aims to prepare students for the complex challenges of the real world, it falls considerably short in addressing xenophobia, one of South Africa's most pressing social challenges. The curriculum appears to gloss over the depth and gravity of xenophobia, considering it as a peripheral issue rather than an ingrained social concern despite the nation's turbulent history marked by divisions and strife. Periodic outbreaks of violence and enduring prejudices within our communities are the dire consequences of such a lapse. Without a comprehensive education on this subject, students have a fragmented comprehension of South Africa's socio-political landscape, leaving them vulnerable to perpetuating harmful stereotypes and prejudices.</p> <p>To rectify this conspicuous omission, it is necessary to implement a revised curriculum that comprehensively integrates peace education into our current context. Primarily, there should be a section devoted to exploring the historical, social, and political origins of xenophobia in South Africa. This section would emphasise not only the struggles of foreign nationals, but also the broader implications of xenophobic attitudes on the nation's advancement. In addition, the curriculum should actively promote cultural appreciation, emphasising the importance of diversity and the wealth it brings to South African society. Core components should include modules on conflict resolution that emphasise empathy, dialogue, and comprehension. These modules could be enhanced with real-world case studies, testimonials from xenophobia victims, and even immersive experiences that enable students to walk a mile in another's shoes.</p> <p>Based on the findings from the South African secondary school curriculum document analyses (Tables 1-3) the CAPS of the SP and FET Phases of Life Orientation warrants closer investigation. This argument is based on the fact that Life Orientation is a compulsory subject in both phases, meaning that all learners will receive this learning, as well as seeing that this subject has the potential for expansion in terms of content breadth and depth and relating learning concepts to learners' own lived experiences. Next, we therefore explored the potential of this subject to mediate peace education through the inclusion of contextually relevant educational aspects that emerged from the literature review.</p> <hd id="AN0189475050-10">The potential for embedding peace education in the life orientation curriculum</hd> <p>According to the intended curriculum document (Department of Basic Education [<reflink idref="bib11" id="ref62">11</reflink>], 8–9), the specific aims of Senior Phase Life Orientation are to</p> <p></p> <ulist> <item> <emph>"Guide learners to achieve their full physical, intellectual, personal, emotional and social potential;</emph> </item> <p></p> <item> <emph>Develop learners' skills to respond to challenges and play an active and responsible role in the economy and society;</emph> </item> <p></p> <item> <emph>Teach learners to exercise their constitutional rights and responsibilities and to respect the rights of others;</emph> </item> <p></p> <item> <emph>Guide learners to make informed and responsible decisions about their health, environment, subject choices, further studies and careers; and</emph> </item> <p></p> <item> <emph>Provide opportunities for learners to demonstrate an understanding of, and participate in activities that promote movement and physical development."</emph>.</item> </ulist> <p>The subject has five core topics, namely, Development of the self in society; Health, social and environmental responsibility; Constitutional rights and responsibilities; Physical Education and World of Work (Department of Basic Education [<reflink idref="bib11" id="ref63">11</reflink>], 10).</p> <p>According to the foreword in the FET CAPS for Life orientation (Department of Basic Education [<reflink idref="bib9" id="ref64">9</reflink>], 8), the subject '<emph>addresses skills, knowledge, and values about the self, the environment, responsible citizenship, a healthy and productive life, social engagement, recreation and physical activity, careers and career choices</emph>' to enable learners to <emph>' ... live meaningfully and successfully in a rapidly changing society</emph>.' The subject includes the following six main topics in grades 10–12, which are quite similar to the core topics for Senior Phase Life Orientation. These are, Development of the self in society; Social and environmental responsibility; Democracy and human rights; Careers and career choices; Study skills, and Physical Education (<reflink idref="bib8" id="ref65">8</reflink>).</p> <p>In the South African context, Life Orientation is a critical subject that aims to develop students holistically by addressing social, emotional, physical, and cognitive aspects of their own lives, as well as those of others (Department of Basic Education [<reflink idref="bib9" id="ref66">9</reflink>], 9). The subject covers various critical and life-relevant issues, including health, well-being, human rights, diversity, and social justice. These generic issues can provide a suitable platform to incorporate peace-building initiatives into this subject's curriculum, as is evident in the next section.</p> <hd id="AN0189475050-11">Enhancing peace education for present-day contexts</hd> <p>Peace education should be reframed as a necessity rather than a choice in the current global context, where migration is a reality, and cultural intersections are commonplace. The curriculum should go beyond confronting xenophobia to prepare students to be global citizens who can navigate diverse cultural landscapes with sensitivity and respect. This necessitates integrating the universal values of tolerance, mutual respect, and understanding across disciplines, as opposed to relegating them to a single module or course. Collaborative projects that require students to work with peers from diverse backgrounds, community engagement initiatives that foster real-world interactions, and exposure to diverse literature and media can all play a crucial role in fostering a more knowledgeable and empathetic student body that is prepared to advocate for peace in an increasingly interconnected world. The curriculum should not only be a broad outline of what can be taught, but rather, it should be emphasised in detail with in-depth information in order for the subject to be taught efficiently. Educators should emphasise the following themes and strategies when promoting peacebuilding and reducing xenophobia in the Life Orientation curriculum:</p> <p></p> <ulist> <item> Promoting cultural comprehension and diversity is a crucial starting point. The curriculum should honour South Africa's diverse cultures, traditions, and customs. The breadth of the nation's heritage must be taught to students to help them respect and appreciate the differences that make the country special.</item> <p></p> <item> Inclusion of human rights and social justice education is also crucial. Students must comprehend their rights and duties within a democratic framework. This education should address the underlying causes of discrimination, prejudice, and inequality, while emphasising the importance of treating everyone with the uttermost dignity and respect. To address inevitable disagreements and misunderstandings, the curriculum must include conflict resolution and mediation skills. This involves imparting strategies for resolving conflicts peacefully, fostering constructive dialogue, and utilising role-playing and practical exercises to refine these abilities.</item> <p></p> <item> Encouragement of community engagement is essential. Students should be encouraged to engage with diverse communities and engage in initiatives that strengthen cooperation, mutual understanding, and social cohesion. To comprehend xenophobia, one must examine its history and context. Educators must explain the historical roots and consequences of xenophobia in South Africa. Students can fathom the profound impact of intolerance by understanding the big picture and the personal stories of those affected. The addition of guest speakers and seminars can be extremely beneficial, as they can provide new perspectives. Inviting experts or organisations dedicated to peace-building and anti-xenophobia efforts enables them to provide a first-hand account of their journey, sharing lessons learned and success tales.</item> <p></p> <item> In an age of information inundation, media literacy is of the utmost importance. Students should be equipped with critical thinking skills so that they can distinguish between media portrayals of xenophobia and other societal issues. Discussions about the role of the media in shaping perceptions can be enlightening.</item> <p></p> <item> It is essential to foster safe environments in educational contexts. Classrooms should be inclusive, supportive, and discrimination-free havens. Students should feel comfortable discussing their personal experiences and perspectives on xenophobia in these settings.</item> <p></p> <item> Integration of research and project-based learning can ultimately be transformative. Assignments may centre on peacebuilding, combating xenophobia, coordinating awareness campaigns, or conceptualising solutions to confront the problem head-on. By implementing their knowledge, students not only internalise the lessons but also serve as catalysts for positive community change.</item> </ulist> <p>It is important to note that the curriculum is subject to regular updates and modifications. Therefore, it is essential to refer to the official South African Department of Basic Education's curriculum guidelines and resources for the most up-to-date information on incorporating peace-building initiatives to combat xenophobia in the Life Orientation CAPS documents. Furthermore, in South Africa, peace education is predominantly taught in secondary schools, where it is integrated into a limited number of subjects. Peace education focuses on fostering greater understanding and tolerance among diverse groups in South African society, as well as developing skills in conflict resolution, intercultural communication, and respect for human rights. Some institutions may place a greater emphasis on peace education than others, and instructional content and methods may vary, depending on teachers' knowledge of and enthusiasm for this content. In South Africa, peace education is designed to be progressive, expanding on concepts and skills taught in earlier grades. For instance, in SP, students may learn about fundamental human rights, whereas in FET, they may delve deeper into topics like intercultural communication and conflict resolution.</p> <p>Despite these endeavours, promoting peace education in South Africa still faces obstacles. Some educators may lack the training and resources necessary to teach effectively about peace and conflict, while others may feel uneasy discussing sensitive topics in the classroom. In addition, broader societal factors, such as economic inequality, political instability, and a lack of social cohesion, can make it difficult to promote peace education. A multifaceted approach will be required to address these issues, one that includes not only peace education in schools but also broader efforts to promote greater understanding and tolerance among South Africa's diverse groups. Peace education in South Africa represents an essential step towards promoting a more peaceful and just society, albeit there is still much work to be done.</p> <hd id="AN0189475050-12">Conclusion</hd> <p>Education for peace is at the forefront of South Africa's efforts to foster harmony and address conflicts with profound historical roots. As a nation confronts the spectre of apartheid and contemporary challenges such as xenophobia and social marginalisation, peace education becomes an indispensable instrument for forging a future characterised by justice, unity, and mutual respect. The literature on the incorporation of peace education into the secondary school curriculum of South Africa illuminates its transformative potential. This research demonstrates not only the efficacy of peace education in bridging gaps between diverse South African communities but also its function in imparting crucial skills, such as conflict resolution, intercultural communication, and a profound understanding of human rights.</p> <p>However, there are obstacles on the path to widespread peace education in South Africa. Deep-rooted societal issues, such as economic disparities and political unpredictability, impede efforts to foster cohesion and tolerance among diverse demographic groups. In addition, while apartheid may be in the past, its echoes continue to reverberate in the contemporary fabric of South African society. Echoes thereof manifest notably in assorted entrenched prejudices and inequalities and unfortunately realise as xenophobia across all cultures. While in the past, apartheid was a segregation based on race, i.e. white on black, xenophobia today is based on segregation of nationalities; however, the key issue of segregation still persists in a country that should be sensitive towards such a phenomenon. To truly shape a harmonious society, it is necessary to confront and mitigate these legacies, nurturing an environment in which tolerance and understanding are not merely ideals but lived realities. South Africa's peace education landscape is anything but uniform. Its emphasis varies across educational institutions and the adopted curricula. While some institutions may prioritise peace education by integrating it into every subject, others may only brush on it superficially. This inconsistency emphasises the need to strengthen the current curriculum in order to ensure that peace education is not a sporadic effort but rather a consistent, nationwide initiative.</p> <hd id="AN0189475050-13">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <hd id="AN0189475050-14">Acknowledgement</hd> <p>This research was conducted as part of the Decolonising Education for Peace in Africa (DEPA) project, led by Professor Parvati Raghuram and funded by the Arts and Humanities Research Council (AHRC) in the United Kingdom.</p> <ref id="AN0189475050-15"> <title> References </title> <blist> <bibl id="bib1" idref="ref10" type="bt">1</bibl> <bibtext> Abraham, Gethahun J. 2010. " Peace or Democracy? 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Nov 19; Accessed 19 Feb. 2025.</bibtext> </blist> </ref> <aug> <p>By Lorna Truter; Ashley Gunter and Adri du Toit</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Dr. Lorna Truter is a senior lecturer whose mission is to get people to further their education and become life-long learners through providing quality teaching and learning experiences that gets people excited about furthering their education.</p> <p>Prof. Ashley Gunter is a professor in the field of geography at the University of South Africa (UNISA), with a particular focus on distance education and the geography of education. His research examines how spatial disparities and access to education impact student experiences, particularly in the distance education context. Prof. Gunter has contributed significantly to understanding the challenges faced by students in remote and underserved areas, and how distance education can be leveraged to overcome these barriers.</p> <p>Prof. Adri Du Toit specialises in teacher education and curriculum development at the Faculty of Education of the North-West University, South Africa. She focuses on teacher preparation for entrepreneurial learning, Consumer Studies education and Technology education. Her research continues to explore strategies to support this aim, including utilising project-based ― and self-directed learning, as well as work-integrated learning, including in virtual environments. Dr Du Toit has published and presented numerous articles and chapters on research regarding pedagogical and curriculum issues. She enjoys collaborating with researchers from across the globe, particularly with academics who share the challenges and delights of developing education on the African continent. She serves as the president of the South African Association of Family and Consumer Sciences (SAAFECS) and represents South Africa on the International Federation of Home Economics (IFHE) Council. She endeavours to support and engage these organisations' members and educators in the academic and research environment.</p> </aug> <nolink nlid="nl1" bibid="bib25" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib27" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib32" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib30" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib24" firstref="ref12"></nolink> <nolink nlid="nl7" bibid="bib23" firstref="ref14"></nolink> <nolink nlid="nl8" bibid="bib22" firstref="ref17"></nolink> <nolink nlid="nl9" bibid="bib28" firstref="ref18"></nolink> <nolink nlid="nl10" bibid="bib31" firstref="ref19"></nolink> <nolink nlid="nl11" bibid="bib26" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib18" firstref="ref29"></nolink> <nolink nlid="nl13" bibid="bib20" firstref="ref30"></nolink> <nolink nlid="nl14" bibid="bib17" firstref="ref36"></nolink> <nolink nlid="nl15" bibid="bib13" firstref="ref40"></nolink> <nolink nlid="nl16" bibid="bib29" firstref="ref42"></nolink> <nolink nlid="nl17" bibid="bib19" firstref="ref43"></nolink> <nolink nlid="nl18" bibid="bib11" firstref="ref44"></nolink> <nolink nlid="nl19" bibid="bib12" firstref="ref45"></nolink> <nolink nlid="nl20" bibid="bib10" firstref="ref50"></nolink> <nolink nlid="nl21" bibid="bib14" firstref="ref53"></nolink> <nolink nlid="nl22" bibid="bib15" firstref="ref54"></nolink> <nolink nlid="nl23" bibid="bib16" firstref="ref55"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Analysis of the South African School Curriculum for Strengthening Peace Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lorna+Truter%22">Lorna Truter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7177-8325">0000-0002-7177-8325</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ashley+Gunter%22">Ashley Gunter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0993-0955">0000-0002-0993-0955</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adri+du+Toit%22">Adri du Toit</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3354-6830">0000-0002-3354-6830</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Peace+Education%22"><i>Journal of Peace Education</i></searchLink>. 2025 22(3):352-371.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peace%22">Peace</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Evaluation%22">Curriculum Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Segregation%22">Racial Segregation</searchLink><br /><searchLink fieldCode="DE" term="%22Stranger+Reactions%22">Stranger Reactions</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/17400201.2025.2494506
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1740-0201<br />1740-021X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Education for peace is pivotal to South Africa's efforts to promote harmony and address its deeply rooted conflicts. As the nation confronts the lingering impact of apartheid, as well as current challenges like xenophobia and social exclusion, peace education emerges as a key tool for fostering a future of justice, unity, and respect. Research on integrating peace education into the secondary school curriculum highlights its transformative potential. It not only bridges gaps between diverse communities but also equips students with critical skills like conflict resolution, intercultural communication, and a deeper understanding of human rights. However, significant barriers remain. Deep-rooted societal issues, such as economic inequality and political instability, hinder efforts to promote cohesion among South Africa's diverse populations. Despite the end of apartheid, its legacy persists, manifesting in entrenched prejudices and xenophobia. Xenophobia, though targeting nationalities rather than race, still echoes the segregation of the past. To cultivate a harmonious society, these legacies must be addressed. Moreover, peace education in South Africa is inconsistently implemented across schools, with some institutions fully integrating it and others barely touching upon it. This inconsistency highlights the need for a strengthened and standardized curriculum to ensure peace education becomes a sustained, nationwide initiative.
– Name: AbstractInfo
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505325
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505325
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      – Type: doi
        Value: 10.1080/17400201.2025.2494506
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 352
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Peace
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Curriculum Evaluation
        Type: general
      – SubjectFull: Conflict
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      – SubjectFull: Racial Segregation
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      – SubjectFull: Stranger Reactions
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      – SubjectFull: South Africa
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      – TitleFull: Analysis of the South African School Curriculum for Strengthening Peace Education
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            NameFull: Ashley Gunter
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            NameFull: Adri du Toit
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            – D: 01
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              Type: published
              Y: 2025
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