Content Analysis of Peace Education in English Language Curriculum for primary Schools in Canton Sarajevo
Content Analysis of Peace Education in English Language Curriculum for primary Schools in Canton Sarajevo

Summary/Abstract: Language learning requires personal, cultural and social interactions. Since today’s world is interconnected and interrelated, mono‐cultural education cannot give appropriate answers to present‐day postmodern challenges, including learning languages. In these circumstances, peace education aims to empower students with problem‐solving skills, conflict resolution skills and the promotion of tolerance for diversity and cultural differences. In a post‐conflict country like Bosnia and Herzegovina, peace education is pivotal and it needs to be included in different curricula at all levels of education, including foreign language curricula. English Language subject in primary schools should promote peace education and raise students’ awareness of peace‐building and multicultural understanding. The aim of the article is content analysis of peace education in the English Language curriculum for primary schools. An overview of peace education development is presented, as well as the relevant conceptual framework. Qualitative content analysis was applied to analyze the relevant materials within the conceptual framework. The content analysis and results indicate that peace education themes are partially included in English Language curriculum for primary schools. Education policymakers, curriculum developers and teachers in Bosnia and Herzegovina are recommended to (re)consider peace education implementation in a holistic way that would enhance students’ knowledge, skills and values for promoting cultural diversity and multicultural understanding. This would lead to positive transformations and reconciliation processes in the society.

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