Curricular Intervention In Peace Education In The Post-Conflict Context In Nepal: An Interpretive Study

Abstract

Curricular intervention in peace education is a positive trend in the post-conflict contexts. This provides teachers and learners with the opportunity to engage in not only contents of peace and conflict but more importantly examine problems of peace. Furthermore, meaningful engagement with peace curricula enables teachers and learners to identify structural violence and prepare a foundation for structural peace. In this regard, Nepal also materialised peace education by integrating adequate contents in pre-existing Social Studies and Moral Education curricula. However, violence in schools and the society is rampant even after years of its intervention. Thus, the present study concentrated on exploring the contents of peace education and examining key stakeholders’ (teacher, teacher trainer, school inspector/DEO representative and curriculum designer) understandings of both the significance and the challenges of peace education intervention. Having document analysis and qualitative interview as methods of data collection, the study found out that the National education policies, curricula and textbooks have recognised the significance of peace education and created ample space for its intervention. Furthermore, the learning materials not only problematised violence linked with socio-cultural beliefs and practices, but provided ‘unity worldview’ for peace and social justice in multicultural, multilingual and multi-ethnic society. Despite stakeholders’ positive views regarding the impacts of peace education, schools lacked teachers with related university education/ professional training and refresher course. In addition, the school-based mechanisms for creating a culture of peace were also found barely functional. The situation has clearly undermined the significance of peace education in Nepal. Thus, a serious action needs to be taken before it is too late. Key words: violence, teacher, learner, peace education, critical consciousness, social empathy/justice, and Nepal.