Today Pakistan faces significant challenges in the form of internal conflicts, tensions on borders, and violent extremism; deeply rooted in its historical, political, and socio-economic context. The negative perceptions regarding neighboring countries and prevalence of extremist ideologies are often fueled by
misinformation and disinformation. These issues are exacerbated by political instability and economic disparities, which create an environment where extremist groups can thrive. Today, the social fabric is ruined and the threads of diversity are torn apart on the basis of gender, ethnicity, language, culture, religion, and political affiliations. Addressing these challenges requires a multifaceted approach that includes educational reforms aimed at promoting peace and democratic values. By fostering a culture of coexistence and respect for diversity, Pakistan can work towards mitigating the influence of extremist ideologies and building a more harmonious society. Here it is important to understand that in a society
where the narratives of hatred and extremism have been inculcated during centuries of colonial history, decades of dictators’ rule, and presence of neo-imperialism; peacebuilding will need complex and intricate reforms.
Being a psychologist and educationist, I involved in the research of Peace Education and Social Inclusion in collaboration with students since 2014, I have come to believe that we can inculcate sustainable peace through education, in a better, deeper, and stronger form. For the purpose of ethnographic research, to collect local narratives of all three kinds of violence as mentioned by Johan Galtung in his writings—
direct, social and structural violence, I could collect qualitative data in the form of spoken words, enacted behaviors, and videos as well as pictures of physical spaces, that help or hinder peace and harmony.
Pakistan’s historical context, including its colonial past, periods of dictatorship, and ongoing geo politics, have resulted in a society that often prioritizes power, position, money, and resources, over social harmony and democratic principles. People are suffering from multiple challenges, the list of vulnerable
groups is including but not limited to women, transgender, children, old age people, persons with special needs and disabilities, people living in far flung areas, religious and ethnic minorities, people in conflict and war zones etc.
During last one year I spent time to identify patterns of manipulated conflicts vs. local values of peacebuilding hidden under the dominant narratives of hatred and extremism. Building upon the local cultures, without borrowing foreign agenda, my research presents a framework of how educational
reforms in a country like Pakistan can contribute to peacebuilding and the promotion of democratic values. To effectively promote peace and democratic values, following five major components should initially be included in the curriculum, teacher preparation and then in classroom practices and pedagogy:
- Cultural and Religious Diversity:
Educating about the local cultures of various regions and highlighting importance of respecting and appreciating diverse cultures and religions, encourage inclusivity and reduces prejudice. This will help in countering the narratives of ethnic and religious extremism.
- Non-violent Conflict Resolution Skills:
Acknowledging the traditions of respectful conversation, dialogue, and discussion on the basis of evidence, preparing to resolve conflicts peacefully through negotiation, mediation, and dialogue can help reduce violence and promote understanding. This will help in resolving sociopolitical conflicts.
- Empathy and Emotional Intelligence:
Having two-dimensional approach of developing ability to empathize with others and understanding different perspectives by holding and managing emotions, to foster a culture of compassion and cooperation. This will help in understanding of dissenting opinions.
- Human Rights and Social Justice:
Integrating the global agenda of human rights and social justice to empower learners to advocate for equality and fairness in their communities. This will help in developing sensitivity and responsiveness towards all marginalized and excluded subgroups.
- Critical Thinking and Creativity:
Identification of local issues and challenges and encouraging critical thinking and active participation in civic life to prepare students to engage constructively in social reconstruction through creative solutions. This will help in problem-solving and social entrepreneurship. Currently I am working on educational reforms at elementary education i.e. provided in formal settings during age 3-13 years. This age bracket provides best possibilities for building values and forming habits that can retain for longer period of time. Another important aspect is that before teen age where hormones will be managing child’s behavior more than any othe thing, a constructive input at home and schools can help them develop basic values, knowledge and skills. At this age teachers and parents need to partner and help the child learn through happy, healthy, and safe experiences. However, the five elements of peacebuilding through education mentioned above can only be effectively implemented by reengineering three fundamental components—curriculum, teacher preparation, and pedagogy—across all levels of education, from primary to higher education, as discussed below:
Curriculum Reform
Curriculum reform is a critical component in addressing the challenges of conflict, violence and extremism; and for peacebuilding in Pakistan. In 2018 and again in 2024, I analyzed the current educational curriculum with the assistance of experts and graduate students. Both reviews revealed that, despite adopting the UNESCO framework, the curriculum still lacks a comprehensive approach to integrating peace and democratic values which are essential elements for nurturing a generation of
responsible and informed citizens. The national curriculum framework highlights significant themes such as empathy, equality, and active citizenship, alongside practical skills like conflict resolution and critical thinking.However, when examining the textbooks, these themes are often reduced to superficial integration of jargons. Curriculum documents fail to provide detailed guidance, and both public as well as low-cost private schools lack the capacity to incorporate these themes into curricular and co-curricular activities.My first recommendation for curriculum reform is to move beyond textbook centric approach and develop a culture that utilizes multiple learning resources. With access to multiple learning resources, teachers can create comprehensive, engaging, and enriched lesson plans. My second key recommendation is to promote place-based education, which can provide students with the tools to understand and appreciate cultural and religious diversity. This approach ultimately contributes to a more
peaceful and cohesive society.
Teacher Preparation
To ensure richer and better impactful educational experience, there is a dire need of well-prepared and motivated teachers. Effective teacher preparation is essential for the successful implementation of peacebuilding focused curriculum reforms. Teachers play a crucial role in shaping the minds and attitudes of students, and must therefore be equipped with the necessary knowledge, skills, and values to promote peace and democracy in the classroom. This requires comprehensive preservice and in-service professional development programs to enhance teachers’ understanding of democratic principles and conflict. Current teacher education programs include a four-year undergraduate B.Ed. and a 1.5 or 2.5- year post graduate B.Ed. Upon analyzing the program plans, it was encouraging to note the inclusion of courses on civic education, citizenship, environmental education, critical thinking, and reflective practices. Basic elements of peacebuilding can also be found in these courses. Although a comprehensive understanding of peace as cornerstone of sustainable future is difficult through this spread-out infusion approach. Moreover, many of these teachers have not yet entered in classrooms. During the findings, the teachers in elementary schools informed that they were never taught about peacebuilding and peace pedagogy. The modules designed for teachers during 2018-20 curriculum reform included the elements of peacebuilding. However, the planned professional development activities were never fully executed due to politically implement the new curriculum urgently.
My first recommendation for pre-service teacher educators is to prioritize explicit content selection in coursework and to encourage action research during final projects. This will help them in becoming reflective practitioners; equipping them with the skills and values necessary to act as social reformers.
My second recommendation is to provide professional development opportunities focused on peace and democratic values where teachers can unlearn their dictator mindset, develop non-violent communication
skills, and become advocates for peace and social justice. Providing these skills and values to teachers with autonomy and voice, the education system can ensure well-rounded education that empowers students to positively contribute to society.
Dr. Afshan Huma
Peace Educationist
afshanhuma@gmail.com
