Introduction

Education can play a vital role in promoting peace as well as

causing conflict (INEE 2013, UNESCO 2011). Bush and Saltarelli
(2000) articulated with success this bidirectional or ‘two faces’
relationship between education and conflict sensitivity. They
identified through various ways; such as uneven distribution of
education, use education as a a weapon for cultural repression,
manipulation history for political purposes, manipulation of
textbooks, propaganda for self-worth and hating others, segregated
education to ensure inequality, lowered esteem and stereotyping;
that education can intentionally or unintentionally provoke
conflict. For example, fragmented and unequal access to education
in Bosnia Herzegovina during the post-war period led to intergroup
tensions (Magill 2010). In Afghanistan during early 1990s violent
content in the textbooks played a role in instilling hatred attitudes
of hate directed at the Russians and others (Craig 2002, INEE
2013).

Contrarily, education has enormous potentials to promote

peace. Bush and Saltarelli (2000) asserted that education can
contribute to social tolerance, coherence and justice through
nurturing and sustaining an ethnically tolerant climate, de-
segregating the mind, linguistic tolerance, cultivating inclusive
citizenships, disarming of history, peace program and response to
state oppression. For instance, in Rwanda, peace building curricula
and instruction practices were introduced to provide values of
respect and unity for the next generation (King 2011, pp.145-149,
INEE 2013, p.8). Guatemala introduced intercultural bilingual
education for indigenous people in order to lessen exclusion and
support peace building (UNESCO 2011, p.223).

UNESCO (2011, pp.212-245) emphasized teaching history

and religion as vital components for peace building though
teaching both subjects are very critical and sensitive. Schools can
introduce a culture of learning to foster critical thinking,
2 ● CGS-FES Papers on the Futures of Higher Education

understanding of different worldviews and encouraging respect for

others. At the same time, national, religious and other dogma can
create negative stereotypes and instigate intergroup hostility and
engender violence and so extreme ideological or faith-based
education can sow ‘the seeds of potential violence’ (UNESCO
2011, p.242). Since in Bangladesh school education is explicitly
divided into three streams, thus, we need to put a serious effort on
this issue.
In recent years several incidents of violence, in the name of
religion and others carried out in Bangladesh which has powerfully
contributed to my decision to embark on this study. Mohan (2013)
documented published reports from a range of news media about
the incidences of violence against so-called ‘others’ in Bangladesh
(Hindus, Christians, Buddhists, ethnic communities, women)’.
Considering the historical and current political and educational
contexts of Bangladesh, the author believes among many other
factors it is a high time for the educationists and social scientists to
concentrate and study on the issues of education status and the
dynamics of prevalent conflict.

Education can bring peace to society; education can

generate pieces in society. Thus, this is important to have critical
outlooks to deal with education, particularly school education
which is the room for the children for early socialization and this
can create an everlasting impact on them. The author views those
critical analyses on school education in Bangladesh and the
resulting of school education and its potential relations with peace
and conflict are missing in academic literature. Hoque (2012) did
a survey based report on the current education policy of
Bangladesh and tolerance. But this report did not reflect any
deeper understanding of the issue. Though Rahman (2012)
attempted to analyze the state of peace education in secondary
education; the paper did not critically address the issue of
textbooks or state of access to education. So, in Bangladesh, the
author thinks that we need to do more study on the potential and
 Educating Children about Peace and Conflict ● 3

consequences of teaching and learning process in school education

with a view to endorsing harmony as well as conflict.

Objective and Research Question

The objective of this study is to understand about the perceptions

of the education professionals currently working on a wide range
of arena (e.g., academic, development, school, material
development. administration) of the education sector in
Bangladesh on educating school graduates of Bangladesh about
conflict and peace. The school education plays a vital role to shape
the future of a state. In order have a tolerant society in Bangladesh,
it is utmost important to get the idea about what sort of lessons are
imparting in schools to promote peace as well as ignite conflict.

This research explores the diversities of perceptions of the

education professionals on the role of the ongoing educational
trend in Bangladesh on the potential possibility to promote peace
as well as conflict. As the participants (education professionals)
have the first-hand experience on the current educational practice,
so their views can help the policy-makers, educators and others to
design future education curriculum to establish peace and resolve
conflict in the society.

The broader research question for the study is:

How do school educations in Bangladesh educate children on
peace and conflict?

To search the answer of this question, this study will follow Bush
and Saltarelli (2000) concepts on ‘two faces of education’ (Next
section illustrates this framework). On the basis of this framework
the sub-questions are:

(1) What are the potential strengths of the existence of

different streams of School education (e.g., Bangla,
English, Madrasa and so on) to promote peace?
4 ● CGS-FES Papers on the Futures of Higher Education

(2) What are the potential threats of the existence of different

streams of School education (e.g., Bangla, English,
Madrasa and so on) to instigate conflict?
(3) To what extent, current school textbooks in Bangladesh can
lead to peace?
(4) To what extent, current school textbooks in Bangladesh can
lead to conflict?
(5) To what extent, current teaching learning practice of school
education in Bangladesh can lead to peace?
(6) To what extent, current teaching learning practice of school
education in Bangladesh can lead to conflict?

This study limits its scope on school education and perceptions of

the education professionals. Hence, the author admits that the role
of education on peace and conflict needs to observe from a wider
and deeper spectrum of education and school education is just a
small but significant part of this. Again, education professionals
are also vitals actors but not at all the sole stakeholders. This
author expects that this study could be considered as an initial step
to open up the avenues for a further one.
 Educating Children about Peace and Conflict ● 5

Research Method

In brief, Figure 1 shows Bush and Saltarelli (2000) concepts on

‘two faces of education.’

Two faces on Education

Face A: Peace Face B: Conflict

Conflict-dampening impact The uneven distribution

of educational opportunity of education
Nurturing and sustaining an Education as a weapon
ethnically tolerant climate in cultural repression
The de-segregation of the Denial of education as a
mind weapon of war
Linguistic tolerance Manipulating history for
Cultivating inclusive political purposes
citizenship Manipulating textbooks
The disarming of history Self-worth and hating
Education for Peace others
Programs Segregated education to
Educational practice as an ensure
explicit response to state inequality, lowered
oppression esteem and stereotyping
Figure 1 (Source: Bush and Saltarelli (2000)

Broadly, Bush and Saltarelli (2000) concepts on ‘two-faces of

education’ can be divided into two arrays – Macro and Micro.

The macro spectrum reflects through the overall school

education system, for instance, the existence of different streams.
This existence can bring various outcome on peace and conflict
through Conflict-dampening impact of educational opportunity,
nurturing and sustaining an ethnically tolerant climate, the uneven
distribution of education, education as a weapon in cultural
6 ● CGS-FES Papers on the Futures of Higher Education

repression, denial of education as a weapon of war, segregated

education to ensure inequality, lowered esteem and stereotyping
and so on.

The micro spectrum textbook and teaching learning process

have a great influence to educate children about peace and conflict.
This can bring various outcomes through the de-segregation of the
mind, linguistic tolerance, cultivating inclusive citizenship, the
disarming of history, manipulating history for political purposes,
manipulating textbooks, self-worth and hating others and so on.

Research approach or technique

The research approach is a distinctly qualitative one rooted in a

detailed analysis of interview texts. This study uses interview tools
to collect information, derives themes based on the responses.
Responders are education professionals currently working on a
wide range of arena (e.g., academic, development, school teaching,
material development, administration) of the education sector in
Bangladesh.

Based on the Bush and Saltarelli (2000) concepts of ‘two

faces on education’ semi-structure interview questions are
designed. The participants were selected on the basis of
accessibility and convenience. For this study, 24 education
professionals involved in different sectors of education expressed
their insights. Here it is worth to mention that the author of this
study has been working in the education sector for about two
decades, and he is also one of the participants among the 24.

As per the ethical procedures, the consent of the

willingness to participate, right to withdraw and confidentiality
about participants’ identity are maintained.

Collection and Organization of information and analysis

procedure
 Educating Children about Peace and Conflict ● 7

The approach of the study does not lead to generalization but more
so to insights that can assist us in better understanding the
conditions and situations of the current trend of school education to
stimulate peace and conflict in the society.

Following steps were followed to organize the information.

Firstly, the interviews were being recorded (a number of

participants gave written interview) with the consent of the
interviewees in accordance with the ethical process. So, in this
paper, the participants would be identified as X1, X2 and so on.
Here, in only in one place name of an education professional was
expressed, as his insights were collected from a published article in
a newspaper.

Then the interviews were transcribed. The information was

coded by using key words, for example, nurturing and sustaining
an ethnically tolerant climate, the de-segregation of the mind,
linguistic tolerance, cultivating inclusive citizenship, the
disarming of history, education for Peace Programs, educational
practice as an explicit response to state oppression, the uneven
distribution of education, education as a weapon in cultural
repression, denial of education as a weapon of war, manipulating
history for political purposes, manipulating textbooks, self-worth
and hating others, segregated education to ensure inequality,
lowered esteem and stereotyping and so on. After coding them,
the study will extract different themes that corresponded with the
research topic. Here, the ‘analyst-constructed typologies’1 based on
the Bush and Saltarelli (2000) concepts on ‘two faces of education’
will be applied to categorize the information or reflections which
were gained from the interviewees (Marshall and Rossman 1999).

1
In analyst constructed typologies, the themes are created by the researcher and
these are grounded in the date but not necessarily used explicitly by participants
(Marshall &Rossman 1999).
8 ● CGS-FES Papers on the Futures of Higher Education

Then themes are derived and the views are presented in an

argumentative format (Face A Peace versus Face B Conflict).
Along with a general observation on the respective subject-matter
is derived.

Structure of the paper

The research sub questions are used as an analytical framework for

understanding the insights of the education professionals on the
role of the ongoing school educational trend in Bangladesh on the
potential possibility to promote peace as well as conflict. So, the
sub-questions guide the structure of the write-up. This paper is
structured as follows.

In Chapter 1 Introduction, the paper illustrates the

objective, research questions, methods and structure of the paper.
After the Introduction, following Chapter 2 Different Streams of
School Education, Peace and Conflict addresses the perceptions of
the Educators on the dynamics on the existence of different
streams of education and its relationship with peace and conflict to
seek the answers for Sub-questions 1 and 2. Next two chapters
Chapter 3 Textbooks, Peace and Conflict and Chapter 4 Teaching
–Learning Process, Peace and Conflict, highlights the potentials of
textbooks (Sub-questions 3 and 4) and teaching-learning process
(Sub-questions 5 and 6) of the school education to impart lessons
on peace and conflict. Chapter 5: Conclusion contains a summary
of the answers along with the limitations of the study.

Different Streams of School Education, Peace and Conflict

Early socialization experiences are very critical for the formation

of attitudes of a child (Padilla, Ruiz and Brand 1974). In a broader
nous, socio-cultural attitudes and identities are a function of the
interaction of historical socio-cultural surroundings, individual
characteristics and the physical environment (Riegel and Meagham
 Educating Children about Peace and Conflict ● 9

1976). Early socialization can be a pivotal factor to determine

peace and conflict for a state. In other words, to form some
patterns of unity for a generation, early socialization is crucial a
concern. As schooling is an important platform for early
socialization so the existence of different schooling and its role to
peace and conflict need to be addressed.

In a macro sense and according to statistics, the

government and ruling party of Bangladesh often acclaim
thatBangladesh has made progress towards increasing both
primary and secondary enrollment and has already reached ‘gender
parity’ in both education levels. At the beginning of the twenty
first century, in 2005, about half of the 16.2 million students
enrolled in primary school in over 80,000 primary education
institutions are female, according to the 2005 Baseline Survey of
PEPD II (Second Primary Education Development Program). This
is also confirmed by the 2005 Household Income and Expenditure
Survey (HIES) and the 2004 Demographic and Health Survey. In
addition, more than 45 per cent of the children enrolled come from
the poorest 40 per cent of the population (HIES- 2005). The
considerable growth in enrollment between 1990 and 1995 was
accompanied by an unprecedented growth of non-government
primary schools from 9,500 to about 25,000 schools. The
country’s net enrollment rate at the primary school level increased
from 80 percent in 2000 to 98 percent in 2015, and secondary
school net enrollment is now around 54 percent, up from 45
percent in 2000. Furthermore, the percentage of children
completing primary school is close to 80 percent, and Bangladesh
has achieved ‘gender parity’ in access, in addition to dramatic
decreases in disparities between the highest and lowest
consumption quintiles at both the primary and secondary levels –
as per commented by the government and echoed by World Bank
(Word Bank 2007 and 2016)

However, a crucial question may occur whether the macro

scenario and statistics truly provide us a satisfactory answer about
10 ● CGS-FES Papers on the Futures of Higher Education

its implications regarding the solidarity and peace for the state?
The following section reflects the views of the education
professionals of Bangladesh on the issues of streams of education
and its potentials impact on peace and conflict.

The school education system of Bangladesh is comprised of

a mix of heterogeneous providers. There remains a variety of
schools. The majority of children enrolled in mainstream general
(popularly known as Bangla medium) schools those include
government schools and government-assisted Bangla schools and
cadet colleges and private Bangla schools, madrasa students (both
in Alia and Qawmi2 madrasas) and English-medium schools (for
details please visit: http://data.banbeis.gov.bd/). The enrolment of
different types of schooling may reflect socio-economic status of
the children’s family and socio-political segregation of the state.
Taking them as a backdrop, participants gave different
explanations on its potential roles on peace and conflict.

In the following section, the perceptions are presented in an

argumentative format (FaceA Peace versus FaceB Conflict).

FaceA Peace versus FaceB Conflict

Ensuring educational access vs. Reflections of Segregation

Some view that the strength of the existence of different streams of

education is that different demands are fulfilled. A person coming
from a non-English speaking family can feel more comfortable
sending their child to a Bangla-medium school; a family where
English is spoken fluently can choose an English-medium. And for
those who want a religious development of the child, can opt for
Madrasa. Here the affordability factor comes in (X1, X9)3.

2
Qawmi (Arabic: ‫اﻟﻤﺪرﺳﺔاﻟﻘﻮﻣﯿﺔ‬‎) also variously phonetically transliterated as
Quawmi, Quomi, Qaumi, Qaumee, Kawmi, or Qawmy.
3
As it is mentioned, participants are identified here as X1,X2 and so on.
 Educating Children about Peace and Conflict ● 11

Moreover, a number of participants mention that in the

context of Bangladesh, the existence of different streams of
Bangladesh is management issues to fulfill EFA (Education For
All) goals. The number of school going population of Bangladesh
is enormous (X5, X14). And one stream or in other words,
‘unified’ to accommodate for all is simply impossible (X5). With
the same tone, X 14 expresses,

In Bangladesh, the number of primary school going

children is more than the population of many
European countries. General stream (Bangla
medium) cannot simply be able to accommodate the
number. Existence of different streams may not be an
ideal one, but it’s a pragmatic solution.

In the era of neo-liberal world order education has become a

commodity. Bangladesh has long past of colonial rule (X8). The
impact of colonial inheritance is still going on and education is
deeply attached to this. Ahmed (2018) emits the scenario,

... Our present structure of schools has evolved since

the colonial period, and had become well-entrenched
by the beginning of this century. The mainstream
public school system enrolls the majority of
Bangladeshi school-going students. A madrasa
system, a part of it with government support and an
independent stream, serves a substantial minority of
students. A small elite section of society sends their
children to the English-medium proprietary schools.

Participants interpret the scenario in different ways. Some view

that due to the existence of different streams of education most of
the children, if not everyone, are getting access to quality
education. They admit that there remain divisions and segregation,
but they blame the development plan is creating such a condition
12 ● CGS-FES Papers on the Futures of Higher Education

not education (X7, X9). Some even express that due to the access
to education for all in future this could reduce the social division
instead of broadening them (X7). On the contrary, Ahmed (2018),
X9 and X11 opine that different streams have a serious gap on the
quality, and this difference of quality can trigger to future conflict
whenever this issue become the deciding factor for the job market.

Moreover, some support that availability of digital devices

and low-cost high speed of internet, students irrespective of their
streams, can now get more equal access to knowledge (X5, X13).
Since access to the world of knowledge, teaching-learning
materials are available, so the stream of school education remains
no more a boundary for the division. Others view that this is a
threat to augment another sort of discrimination, they called
‘digital division’(X9, X8)). They say that the Internet is not an
unmixed blessing. They also point out that the cost is not the only
factor about the internet; the taste and guideline are important
subject-matters of concerns (X8, X14).

Inter group understanding vs. Creating ‘Others’

Nonetheless, the social difference is embedded in the society and

this is deeply rooted, always there is potentiality to promote peace
in different streams of education, through the curriculum and also
through the teaching learning method (X7). Here the crucial
players are teachers. If the lessons of cooperation, respect to
others, and the value of diversity are taught in the class-room, then
the children can learn harmony and different streams remain no
more a source for social division. However, X7 expresses his doubt
about the attitude of teachers on this. As the appointment of
teachers on different streams is also an outcome of their
educational background and socio-economic factors determine
 Educating Children about Peace and Conflict ● 13

this, thus, to come to a consensus to impart a lesson about peace

and solidarity is very complicated (X14).

Some education professionals clearly state that three major

parallel streams of education can be a potential threat to divide the
nation and instill social and economic disparities. This could bring
an adverse impact on the future generation. Ahmed (2018)
castigates,

.... the three major streams prevent our building a

common foundation of knowledge, shared experience
and values among the young people. Children study
and live in different worlds. The opportunities and
life prospects disproportionately favor children
attending the better English-medium schools and the
elite enclave of Bangla-medium schools. Schools
cannot resolve all social divisions, but good schools
with a shared curriculum can help minimise them. At
present, we are reinforcing our divisions inter-
generationally.

Bangladesh is rich for its various traditions of cultures. The

diversity of cultures enriches a state. If the differences among
communities can be taught as a source of ‘diversity’, then the
existence of different streams of school education in Bangladesh
may promote peace This diversity may cover the area of language,
couture, religion and so on for the learning of young people from
each other in Bangladeshi society (X5, X8, X17, X14). This
learning on diversity is one of the core areas of discussion for
developing young global citizens and making them conscious
about ‘Others’.

Some say that Bangladesh is in a very unique situation right

now. Curriculums and education systems, influenced by systemic
injustice, radicalism, internationalism, nationalism, power and
politics, is making it very complicated. Every interest group is
14 ● CGS-FES Papers on the Futures of Higher Education

competing with each other to implement their agenda. As a

consequence, international streams are deprioritizing local context,
religious steams are busy with proving how they are the best than
the others. In the meantime, the national curriculum is pouring
nationalism, writing stories of development in favor of ruling
parties introduce and focus on the concept of ‘minority and
majority’ rather than ethnicity or uniqueness. It is creating a
complex and unique situation for the Bangladeshi society (X5, X9,
X15). It is creating layers of inequity in the society that might lead
to a critical crisis. There are incidents on how Bangladesh
transitioning from a harmonious nation to a very different nation
where religion, politics, nationality, gender, social show-off
becomes our identity rather than humanity (X5, X14). X 5
mentions, “...[R]right now it’s difficult to predict where that
madness will take us unless we change the narrative or branding
(purpose) of the education”.

X8 states that the existence of different streams of school

education benefits the varying demands of diverse groups of
people living in Bangladesh. Bangladesh's population is highly
diversified, and hence, different people's lifestyle, social
background, and economic conditions vary enormously, giving
raises to the education streams being different. Here she
emphasized that the biggest factor is the role of family on how do
they teach their children. From her own experience, she says,
“... my mother had studied in Holy Cross School and then became
a teacher in a reputed English-medium school, so she always
wanted for me to receive an English-medium education”. She
concluded the biggest strength of the existence of different streams
of school education to promote a conflict-free and peaceful
environment is that the major diverse groups' interests are being
met through the streams. Again, for this the learning value from
family is pivotal.

On the contrary, when students are only concentrated in

their own bubble of education stream and have no interaction at all
 Educating Children about Peace and Conflict ● 15

with students from other streams, the biggest threat is that they
view each other as enemies as if they can have no common
interests at all. It is very common for English medium students to
be viewed as snobs, Bangla mediums as people who cannot speak
in English and Madrasa students as extremists. There is no shared
platform throughout the school life, and so the conflict can shape
when all three streams enter the university and have to mingle for
the first time. Here we see group formations and ‘bullyism’ taking
place (X7, X13).

Tradition and peace vs. Clashes with modernization

One opines (X8) that traditional or alternative education streams

like Qawmi Madrasa, pagoda or temple based education has more
scope to offer and promote peace than the mainstream.
Philosophically, this traditional or alternative education system
comes up with the vision that is very different from the
mainstream. According to him, one of the biggest purposes of
education in religious streams is to help create a learner who will
believe in God and practice some values based on religion. On the
other hand, mainstream is more focused on skills, creating a strong
labor force. This orientation is also impacting the learners, parents
and society’s orientation toward education. He told, “When a
parent sends their child to the religious stream they say Allah
raster dial. amender mannish Hobe (Send to the path of
Allah/God). At the same time when a parent sends their kids in a
good school (so-called ‘modern’ school), they might say Valoekta
school a dilam, valo grade pabe, valochakripabe ( We send you to
a good school, achieve a good grade and get a good job).
Apparently, it seems that there is a good possibility for a happy
and harmonious living while keeping the ‘traditional or religious
education’ and ‘modern or religious education’ together.

Again, some participants (X5, X12) viewed that

globalizations may have variously embedded clashes. They added,
“.... o[O]ne hand we have secularism and multi-cultureless globally
16 ● CGS-FES Papers on the Futures of Higher Education

localized through EFA, on the other hand, we have this powerful

expansion of aided religious education as a separate stream, which
is also being funded and globalised in various ways particularly
targeting the poorest of the poor”. They thought Curriculums and
education systems influenced by Systemic injustice, radicalism,
internationalism, nationalism, power, and politics are making the
context very complicated. Every interest group is competing with
each other to implement their agenda. As a consequence,
international streams are deprioritizing local context, religious
steams are busy with proving how they are the best religious group
then the others. In the meantime, the national curriculum is pouring
nationalism, writing stories of development in favor of ruling
parties introduce and focus on the concept of minority and majority
rather than ethnicity or uniqueness. Thus, it is creating a complex
and unique situation for the Bangladeshi society. It is also creating
layers of inequity in the society that might lead to a critical crisis.
This is also visible through different incidents on how we are
transitioning from a harmonious nation to a very different nation
where religion, politics, nationality, gender; social show-off
becomes our identity rather than humanity. Right now it’s difficult
to predict where that madness will take us unless we change the
narrative or branding (purpose) of the education (X5, X7, X12, and
X13).

General Observation on Different Streams, Peace and Conflict

The existence of different streams of school education in

Bangladesh may promote peace if we consider this difference as a
source of ‘diversity ’. This diversity may cover the area of
language, couture, religion and so on for the learning of young
people from each other in Bangladeshi society. This learning on
diversity is one of the core areas of discussion for developing
young global citizens and making them conscious about ‘Others. ’
Again, for this, some organizational platforms and social network
should be created in which students from different streams schools
can interact and through this interaction, they can know each-other
 Educating Children about Peace and Conflict ● 17

better. In this way, the negative stigma about each other can be
removed.

Textbooks, Peace and Conflict

Manipulation of textbooks, propaganda for self-worth and hating

others in a segregated society can lead to ensuring inequality,
lowered esteem and stereotyping and can intentionally or
unintentionally provoke conflict. For instance, in Afghanistan
during early 1990s violent content in the textbooks played a role in
instilling hatred attitudes of hate directed at the Russians and
others (Craig 2002, INEE 2013). One example from the third-
grade mathematics textbook: “One group of mujahidin attack 50
Russians soldiers. In that attack, 20 Russians were killed. How
many Russians fled?”4 (Craig 2002). This example is enough to get
the idea of how hatred towards ‘others’ can be injected into
children’s mind.

Contrarily, a school textbook has enormous potentials to

promote peace. Bush and Saltarelli (2000) asserted that education
can contribute to social tolerance, coherence and justice through
nurturing and sustaining an ethnically tolerant climate, de-
segregating the mind, linguistic tolerance, cultivating inclusive
citizenships, disarming of history, peace program, and response to
injustice and so on. For instance, in Rwanda, peace building
curricula and instruction practices were introduced to provide
values of respect and unity for the next generation (King 2011,
pp.145-149, INEE 2013, p.8). Guatemala introduced intercultural
bilingual textbooks for indigenous people in order to lessen
exclusion and support peace building (UNESCO 2011, p.223).

4
It is to be noted that the textbook series of Afghanistan was written with the
‘support’ of US grants. The Education Center for Afghanistan (ECA) was
funded by Education Program for Afghanistan at University of Nebraska,
Omaha (UNO), under a $50 million grant from the United States Agency for
International Development from September 1986 through June 1994.
18 ● CGS-FES Papers on the Futures of Higher Education

For the past decade the government and ruling party campaign the
distribution of textbooks (free) to all as a great success. In many
families, children get the textbooks as the only reading materials
(X14). So, in Bangladesh role of textbooks regarding peace and
conflict may become a crucial factor to consider.

FaceA Peace versus FaceB Conflict

Teaching Solidarity vs. Creating Others

A number of participants agreed that the national text books are

not designed in such a way to promote peace (X7, X6, X17), while,
some others express those current textbooks especially Bangla,
English, social science and religious books have some contents
those address ethics and value related issues. These issues can be
used for leading peace. Again, the contrary voices are also being
expressed.

Here, one (X19) points out that if secularism and cultural

diversity and tolerance are not threaded within those pages future
generations will not learn the impact and demands of globalization.
Moreover, some participants view that in school textbooks, some
statements and stories can be found that promote to live together
with ‘Other’ (X12, X19). In this context, it can be said that school
textbooks are promoting peace if textbooks contain contents on
peace, brotherhood, unity, conflict resolution etc. Some education
professionals also say that the current school textbooks have
recently added a lot of colorful pictures depicting children from
diverse ethnic backgrounds, skin tones and a mixture of boys and
girls. As long as the language and picture depictions are neutral
and portray a balanced and healthy scenario, school textbooks can
lead to peace. School textbooks can lead to peace to the extent
where all religions, communities, and cultures are respected and
there is inclusiveness in the content of the books.
 Educating Children about Peace and Conflict ● 19

Again, contrary views are also expressed. X7, X9

commented that school textbooks on religion and social studies to
some extent lead young children’s mind to conflicts. For an
instance, in some textbooks, it can be found that it argues for the
validity for one specific religion whereas others are invalid. In that
situation, young children may not feel the interest to make friends
to other who belong to a different religion or ethnicity. Such a
situation may create a visible conflict at present or in future. They
add that where school textbooks impose ideas, language, and
contexts that are disrespectful or oppressive towards a certain
stratum, region or ethnicity– this can lead to conflict. Don’t they
raise such questions: Is this not provoking students to think why
every human being is so different than the others? It does not push
students to explore their own purpose, values, or how they define
peace for themself?

Building Reading Habit vs. Concentrate on Memorization

X4, X14, X18, and X21 emphasize the importance of developing

reading habits. X 21 said, “We need to learn how to read in order
to read to learn.” Critical reading is important, and to become a
critical reader the culture of freedom of thoughts and expression
are important. In this way, one can develop his/her reading habits
and explore one’s strength. However, X5, X8, X19 criticize the
current textbooks. They view that the contents of the textbooks are
more focused on information and rote memorization and not
offering a space or structure of self-exploration.

For Bangladesh teaching ‘history of liberation war’

becomes a crucial content for the school textbooks. X 21 views
that as today’s children are the leaders for the future. Therefore,
they need to be informed how the ‘peace’ in the society mains a
healthy relationship among different level of human beings and
how the ‘war’ affects the human lives. So it should teach the
children that as a complete man what would be the role of him or
her towards the ‘peace’ and ‘war’ for maintaining a healthy life for
20 ● CGS-FES Papers on the Futures of Higher Education

himself/herself as well as the other members of the society. As the

children should have patriotism to be motivated for contributing
country’s well-being. Understanding about liberation war
definitely promotes the children to have a strong background in
his/her own history, culture and heritage. School textbooks are the
vital source for the children to learn about the liberation war of
Bangladesh. Admitting this learning as very important, X8 puts a
cautious note that sometimes it tells students about the historical
oppression and trauma but does not tell young minds how to heal
the trauma. X 17 expresses that currently it is included in the
curriculum as some merely ideal content and are presented in a
much abstract way which children cannot connect with. But the
beauty of our liberation war, the inner lessons from it, the
ideological stance are missing or not adequately highlighted.

Moreover, since the purpose of reading the textbooks

become a preparation for getting good grades, so, the current
atmosphere of reading textbooks mostly concentrate on
memorization and providing no or very little place for critical
reading (X14). He adds, “...b [B]lunt readers can be easily misled
to ignite conflict, but critical readers do not.”

Praising Diversity vs. `Majority-Minority’ Binary

Bangladesh is a country of diverse ethnicities and religions.

Therefore, ethics, value related issues regarding ethnic and ‘other’
communities are included in the National text books, especially
Bangle, English, social science books have. These issues can be
used for leading peace through promoting mutual respect for
people from diverse identities, cultures and so on (X 15, X17).

One the other hand, when there is a breach of respect or

targeting of a certain group within the context of textbooks, it can
lead also to conflict. X5 mentions, “Schools textbooks on religion
and social studies to some extent lead young children’s mind to
conflicts. ... it argues for the validity for one specific religion
 Educating Children about Peace and Conflict ● 21

weather others are invalid.” This argument was augmented by

X22, he adds that overemphasizing onBangali nationalism could
be equally problematic to create ‘Majority-Minority’ dichotomy.

General Observation on Textbook, Peace and Conflict

General comments about the textbooks are children should not be

taught every single thing that bothers the present society. Because
if it is done then the result would be a heavily loaded curriculum
with so many agendas, such as environmental sustainability, rights
of children, inclusive environment for all, HIV/AIDS, life skills,
health and hygiene education, citizenship etc. Rather than teaching
every specific issue, we need to focus on developing some generic
skills and attitude in children, such as critical and analytical
thinking, reasoning, having empathy for others, tolerance,
appreciating and nurturing diversity, collecting and analyzing data
and be able to take informed decision etc.

Teaching –Learning (TL) Process, Peace and Conflict

Rationally it can be hypothesized that there might be a potential

gap between the texts and their preaching or impetration dynamics
to the followers. In recognition of the fact that curriculum and
textbook content is not automatically transmitted by teachers to
students, one needs to explore how teaching-learning process and
interpretation of the textbooks in relation to its peace and conflict
is imparted to the children.

FaceA Peace versus FaceB Conflict

Child Centric (CC) vs. Teacher Centric (TC)

In the current classroom situation, the teacher student ratio is not

satisfactory. But in these diverse situation students are taking parts
in the teaching learning process as well as teachers are managing
the class. Different background students in terms of social,
22 ● CGS-FES Papers on the Futures of Higher Education

economic, political identity are studying in the same classroom and

they are respectful towards each other which also lead to peace
(X5, X 19, X16, X21).

On the other hand, the current teaching learning process in

Bangladesh is mostly based on rote learning. The practice is
examination oriented. As a result, the affective domains of the
learners are not addressed in the teaching learning methods and
techniques followed by the teachers. In addition to this, students’
involvement in power-politics, extremist activities, teachers’
unethical deeds and students’ unethical deeds in public exam –
these can lead to conflicts. One serious concern regarding the
involvement of the teacher and students on unfair means is that this
destroys the ethical principles of the children at a very early stage
and this can bring adverse impacts in near and remote future (X2,
X14, and X21).

Co-ed vs. Gender violence

Class-room is not a place only to learn some texts and develop

cognitive competencies. The students learn to respect teachers and
seniors, love the juniors, co-operate with the classmates and so
many important social and moral development skills though the
class-room. For this, the practice of morning meetings, taking an
oath to be impeccable with the word, respect each other, love care
and protect each other and so on are very important. Moreover,
annual events like sports, cultural programs help everyone to learn
about the hidden talent of others can help children to understand
diversity and value the potential of everyone (X 5, X14, X7).

Particularly, such healthy practice can help children to be

sensitive about gender identities as pointed out by X3. She draws
the attention that during the school life one passes from childhood
to adolescent period. The symptoms and other crises of this period
of time for both boys and girls may not be content of the textbooks.
Here, the teaching-learning process should delicately address such
 Educating Children about Peace and Conflict ● 23

sensitive issues and handle this with proper care. This can make
both boys and girls (and also people of third sex) sympathetic and
respectful for others.
Otherwise, intentional or unintentional deeds, such incidences
bullying, joking, eve-teaching and so on, can turn to many violent
acts. This can create a-long term impact mental and physical
damages on girls and boys (X3).

Out of Textbook Activities vs. Textbook Centric Reading

X 14 repeats the words, ‘‘Everyone learns, not at the same pace,

not in the same way” should the core praxis of the teaching-
learning activities. The out of textbooks activities bolster to
explore and expose the hidden potentials. This not only creates the
atmosphere to respect each other but also helps one to respect
him/herself. Such things help the children to get rid of complex
(superior or inferior) minds, and appease one (X14).

On the other hand, the exam-targeted rote learning teaches

the learners the ideology about the idea of the neoliberal
consumerist and competitive globalized world. Young learners are
being groomed in a learning environment where individual’s
academic grade becomes the source of all happiness to them. Here,
they do not feel the importance of responsibility to others and to
the society but uncontrolled competition for personal gain.
Moreover, students involvement in politics, extremist activities,
teachers’ unethical deeds, and partiality, students’ unethical deeds
in public exam – these can lead to conflicts. Thus, the current
teaching learning practice of school education in Bangladesh
creating them as potential characters of future conflicts (X7, X9,
X17)

General Observation on T-L process, Peace and Conflict

In a simpler form, at the school level, the most important pre-

requisite is to have a peaceful learning atmosphere. So if the
24 ● CGS-FES Papers on the Futures of Higher Education

teaching-learning practice in schools of Bangladesh can initiate a

peaceful culture which will start from within the staff and extend
to the pupils, guardians and facilitators- that can lead to a peaceful
educational system. The teachers should adopt a child-centered
learning method rather than applying a teacher-centered classroom
method. This can be done by developing a friendly and mutually
respectful teacher-student relationship, and also by developing
attitude and behaviors of appreciation, co-operation, belongingness
and trust. Schools must start teaching peace values, norms and acts
of kindness in an active and participatory way. It can probably
lead to a collective peace situation. Otherwise, it can give rise to a
number of conflicts between school kids, between kids and
teachers, between teachers and also between communities.

The present teaching-learning practice is very much

concentrated on examinations, grades and results. The continuation
of such practice can be very dangerous as this can harm the
psychological development of the learners. This can also bound the
teachers to do new experiment and initiate joyful activities in the
class-room. In addition, in many cases, this boost the ways to
practice unfair means. All these can create an everlasting impact
on children; committing suicide is one of the outcomes of this.

Conclusion

Reflecting on the knowledge and insights, gathered from different

education professionals; this chapter is going to answer the sub-
questions regarding the potential of school education in
Bangladesh to promote peace and conflict. The answers are
divided into three broader categories, (different streams, textbook
and teaching-learning process), in relation to peace and conflict.
Each category contains different themes.
 Educating Children about Peace and Conflict ● 25

Different Streams of Education, Peace and Conflict

Education professional makes different arguments on the potentials

of the existence of different streams of education to stimulate
peace and conflict. Some supports that this existence helps to
ensure access to all, therefore, in future this can bring peace and
equity. Through intergroup understanding, the stigma about others
can be removed and so this can help to resolve a conflict.
Moreover, the traditional system is also a good source for learning
peace.

Whereas, others argue that such existence is a reflection of socio-

economic, ideological segregation and this is a threat for present
and future conflicts. This system also creates a sense of ‘others’.
Children growing with different world views can fight with each
other in near or remote future due to their vested interest.

So, the existence of different streams of school education in

Bangladesh may promote peace if we consider this difference as a
source of ‘diversity ’. This diversity may cover the area of
language, couture, religion and so on for the learning of young
people from each other in Bangladeshi society. This learning on
diversity is one of the core areas of discussion for developing
young global citizens and making them conscious about ‘Others. ’
Again, for this, some organizational platforms and social network
should be created in which students from different streams schools
can interact and through this interaction, they can know each-other
better. In this way, the negative stigma about each other can be
removed.

Textbook, Peace and Conflict

Textbook, particularly in the context like Bangladesh, is an

important weapon to create worldviews about peace and conflict.
The textbook can be a good source for teaching solidarity.
Textbooks can help to build and develop reading habit. The
26 ● CGS-FES Papers on the Futures of Higher Education

contents focus on diversity can help the children to praise

diversity.

On the other hand, the content focusing on the

‘mainstream’ identity, culture and so on can lead to creating the
sense of ‘Others’. This enhances the dichotomy of the concept of
the identity of ‘Majority’ and ‘Minority’. Again, too much
concentration on memorization and examination-orientation are
harmful to the development of a child to become a critical reader.

General comments about the textbooks are children should

not be taught every single thing that bothers the present society.
Because if it is done then the result would be a heavily loaded
curriculum with so many agendas, such as environmental
sustainability, rights of children, inclusive environment for all,
HIV/AIDS, life skills, health and hygiene education, citizenship
etc. Rather than teaching every specific issue. The textbooks need
to focus on developing some generic skills and attitude in children,
such as critical and analytical thinking, reasoning, having empathy
for others, tolerance, appreciating and nurturing diversity,
collecting and analyzing data and be able to take informed decision
etc.

Teaching –Learning (TL) Process, Peace and Conflict

Curriculum and textbook content is not automatically transmitted

by teachers to students, one needs to explore how the teaching-
learning process and interpretation of the textbooks in relation to
its peace and conflict is imparted to the children.

Child centric, sensitive and out of textbook activities can

help the children to gain the competence of conflict management
resolution. However, in Bangladesh teacher-centric Textbook
oriented and examination-targeted practices provide little space to
learn this.
 Educating Children about Peace and Conflict ● 27

In a simpler form, at the school level, the most important

pre-requisite is to have a peaceful learning atmosphere. So if the
teaching-learning practice in schools of Bangladesh can initiate a
peaceful culture which will start from within the staff and extend
to the pupils, guardians and facilitators- that can lead to a peaceful
educational system. The teachers should adopt a child-centered
learning method rather than applying a teacher-centered classroom
method. This can be done by developing a friendly and mutually
respectful teacher-student relationship, and also by developing
attitude and behaviors of appreciation, co-operation, belongingness
and trust. Schools must start teaching peace values, norms and acts
of kindness in an active and participatory way. It can probably
lead to a collective peace situation. Otherwise, it can give rise to a
number of conflicts between school kids, between kids and
teachers, between teachers and also between communities.
The present teaching-learning practice is very much concentrated
on examinations, grades and results. The continuation of such
practice can be very dangerous as this can harm the psychological
development of the learners. This can also bound the teachers to do
a new experiment and initiate joyful activities in the class-room. In
addition, in many cases, this boost the ways to practice unfair
means. All these can create an everlasting impact on children;
committing suicide is one of the outcomes of this.

Limitations and Further to do

This study has several limitations and also this study explores
many avenues for further to do.
1. The study is based on the Bush and Saltarelli (2000)
concepts of ‘two faces of education’. However, there are
many other concepts regarding the relationship between
education, peace and conflict. So, the design of this
study has limited itself within one conceptual
framework. The same subject-matter can be designed,
interpreted differenly by following different concepts,
theories.
28 ● CGS-FES Papers on the Futures of Higher Education

2. The participants for this study are 24 education

professionals of Bangladesh. The themes are derived
from their insights. More insights can be found if the
number of participants was increased. Moreover,
education professionals are not the only stakeholders for
this. So, one can do further studies by adding different
groups of stakeholders.
3. This interview-based study focuses only on the
perceptions of the education professionals on existence
different streams, textbooks and teching-learning
process regarding their relationship to educate peace and
conflict to the children. So, the information collection
process perse has its limitations. One can do further
study follwoing differnt tools and analyzing procedures,
for example, content analysis of texts, observation of the
class-room and so on.
4. This study concentrates only on school education.
Further study can be done by including tertiary and other
education sources.
5. There remains multiple arguments concept of peace and
conflict. In this study, the concepts of ‘peace’ and
‘concept’ have been taken in a very general manner and
not very clearly defined. A study can be done on the
perceptions of the education professionals on the various
concepts of ‘peace’ and conflict’. Moreover, for the
context of Bangladesh, the teaching and learning about
liberation war 1971 is a very vital concern. One study
can be done on this subject.
 Educating Children about Peace and Conflict ● 29

References
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Bush, K. and Saltarelli, D. (2000). The Two Faces of Education in
Ethnic Conflict: Towards a Peacebuilding Education for Children.
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irc.org/publications/pdf/insight
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Rahman, A. (2012). Peace Education in the Secondary School of
Bangladesh. Dhaka: Bangladesh Economic Association.
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Rahman, M. and Rahman, A. (2013). Terrorism - Militancy and

Islam. Bpdm Journal, 1 (1), 184-195.
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UNESCO. (2011). Education For All Global Monitoring Report
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 Educating Children about Peace and Conflict ● 31

About the Author

Kazi Sameeo Sheesh is currently working as a Senior Research

Fellow at the Center for Advanced Research in Arts and Social
Sciences, University of Dhaka, Bangladesh. He graduated
in Economics from the same university. Then, he persuaded post-
graduation in Development Studies, International Education, and
Educational Research and Evaluation from BRAC
University, George Washington University and University of
Sussex respectively.
Mr. Sheesh is interested in the field of development economics,
especially, in education and development. In addition, he is
involved with social and cultural activities and study circles. He
has a knack for freehand writing and making presentation in
seminars/workshops. He is confident to teach and research on
critical thinking, development economics, history, philosophy,
education, discourse analysis, peace and conflict and critical
analysis of different peace education theory and its potential to
counter war. His particular field of interest is peace education and
socio-economic dynamics of development. His recent published
books are Peace Education vs War: A Critical Analysis, A
Galtungian Interpretation of Madrasa Graduates Phenomenon on
Violence.
32 ● CGS-FES Papers on the Futures of Higher Education

About CGS-FES Fellowship on the “Futures of Education”

Centre for Genocide Studies (CGS), University of Dhaka, in

collaboration with Friedrich-Ebert-Stiftung (FES), Bangladesh,
offers 4 (four) CGS-FES Fellowship on the “Futures of Education”
for national and international scholars and researchers. The
fellowship is designed to explore the challenges, opportunities,
innovations, changes, and futures in the field of education in
Bangladesh. Eligible fellows will contribute to the research on the
futures of education with a special focus on policies, strategies,
institutions, and methods.
Eligibility of Fellowship Applicants:
1. Applicant must hold a graduate degree. Preference will be
given to those with a PhD.
2. Application must have scholastic achievement and
experience to complete the project successfully.
3. The proposal ought to be relevant to the theme of the
Fellowship.
4. This is an equal opportunity Fellowship irrespective of
gender, religion, and nationality.
Value of Fellowship Award The fellowship will be offered to four
awardees. The value of the award will be between BDT 150,000 –
BDT 200,000 (approx. USD 1,800- USD 2,400).
Selection Process Fellowships will be awarded based on the
relevance and merit of the theme after a rigorous review process by
engaging prominent academics. Only short-listed applicants will be
contacted for an interview.
How to Apply: The application form will be available online on
CGS (www.cgsdu.org) website. Interested individuals/applicants
are requested to submit the application form and a research
proposal (max. four pages) at the CGS office by hand (Room 402,
Level 4, CARASS Building, beside TSC, University of Dhaka,
Dhaka 1000) or via email (cgs@du.ac.bd).
Educating Children about Peace and Conflict ● 33