This research explores conceptions of peace and conflict among humanities students at Dohuk University in Iraqi Kurdistan, a region with a legacy of violence, socio-political marginalization, and continuing conflict. The first of its kind in this region, the study seeks to support culturally appropriate peace education programs, linking theoretical peace studies with pragmatic educational policy.
Based on surveys, interviews, and focus group discussions, the findings give insight into students’ understanding of ingrained cultural and structural violence – inherited from the Saddam era, the US war, and ISIS governance – as dynamic components in contemporary discourse. While all participants were aware of peace as everyday, lived experience, most felt inadequately equipped to resolve conflicts, understanding peace simply as the absence of violence rather than a concept densely saturated with cultural prescriptions. However, approximately fifty percent believed that their university education favorably impacted their comprehension of peace, with sociology students demonstrating a more reflective and theoretical grasp. Participants highlighted how ethnic and religious identity is double-edged, providing resilience whilst driving division.
By examining student perspectives within their local context, the research underscores the importance of models rooted in local cultural narratives, particularly in the Middle East where externally imposed methods often prove ineffective.
Keywords: peace education, conflict, local context, Kurdish Culture, curricula