Under this theme, the panelists may draw upon the content and delivery of education and how that can be systematically distorted to create divides between people, communities, different religious and ethnic groups, or even countries. Panelists will be expected to focus on Education and Curricula in Pakistan, as well as for comparison, consider school systems and curricula in other countries in the region that are part of the Istanbul Process. This theme centers on the politics and practices of education systems across the region but will encourage discussion from those fields or disciplines which contribute to an evidence base on divisive education. Additionally, in the context of education reform and inclusive curricula, contributors may explore, how “peace education” can be developed to help communities resolve conflict, avoid conflict, and/or promote peaceful coexistence and cover topics such as human rights, democracy, and conflict resolution and the role of inclusive education in social and economic development
This theme would also welcome contributions on what formal educational curricula and tools can learn from “peace education,” what makes “peace education” fundamentally unique in its content and delivery, cases in which governments have adopted “peace education” into their curricula, where synergies lie between reducing divisive stereotypes in textbooks and “peace education.
