Stories for Peace and Coexistence: Analyzing Narrative Learning and Minority Representation in Early Education Textbooks.
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| Title: | Stories for Peace and Coexistence: Analyzing Narrative Learning and Minority Representation in Early Education Textbooks. |
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| Authors: | Wshyar, Mustafa (AUTHOR) |
| Source: | Social Studies. Jul/Aug2026, Vol. 117 Issue 4, p143-152. 10p. |
| Subjects: | Textbooks, Minorities, Social cohesion, Curriculum, Cultural pluralism, Early childhood education, Storytelling in education |
| Geographic Terms: | Iraq, Kurdistan |
| Abstract: | This article examines the Kurdish Studies textbooks used in the first three years of schooling in the Kurdistan Region in Iraq, with a focus on the stories included in the curriculum. By analyzing these narratives through the lens of narrative learning theory, the study aims to explore how these stories contribute to social cohesion and peaceful coexistence among students. The primary goal is to uncover what students are taught, then to identify the possible gaps in their education, particularly regarding the representation of minority groups within the Kurdistan Region. This analysis seeks to shed light on the implicit messages students receive about their ethnic and/or religious societies and other minorities within the region, and the potential impact on their understanding of diverse communities. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article examines the Kurdish Studies textbooks used in the first three years of schooling in the Kurdistan Region in Iraq, with a focus on the stories included in the curriculum. By analyzing these narratives through the lens of narrative learning theory, the study aims to explore how these stories contribute to social cohesion and peaceful coexistence among students. The primary goal is to uncover what students are taught, then to identify the possible gaps in their education, particularly regarding the representation of minority groups within the Kurdistan Region. This analysis seeks to shed light on the implicit messages students receive about their ethnic and/or religious societies and other minorities within the region, and the potential impact on their understanding of diverse communities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00377996 |
| DOI: | 10.1080/00377996.2025.2503267 |
