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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.
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]
Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Stories for Peace and Coexistence: Analyzing Narrative Learning and Minority Representation in Early Education Textbooks.
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  Data: <searchLink fieldCode="AR" term="%22Wshyar%2C+Mustafa%22">Wshyar, Mustafa</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Studies%22">Social Studies</searchLink>. Jul/Aug2026, Vol. 117 Issue 4, p143-152. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cohesion%22">Social cohesion</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Storytelling+in+education%22">Storytelling in education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iraq%22">Iraq</searchLink><br /><searchLink fieldCode="DE" term="%22Kurdistan%22">Kurdistan</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194843431
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/00377996.2025.2503267
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 143
    Subjects:
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Minorities
        Type: general
      – SubjectFull: Social cohesion
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Cultural pluralism
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Storytelling in education
        Type: general
      – SubjectFull: Iraq
        Type: general
      – SubjectFull: Kurdistan
        Type: general
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      – TitleFull: Stories for Peace and Coexistence: Analyzing Narrative Learning and Minority Representation in Early Education Textbooks.
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              M: 07
              Text: Jul/Aug2026
              Type: published
              Y: 2026
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              Value: 117
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