Challenges and Opportunities in Integrating Peace Education into Madrasa Curricula in Pakistan

Abstract

This paper discusses the Islamic education and peacebuilding intersection by conducting a substantial analysis of the issues and opportunities of introducing the concept of peace education in the madrasas curricula of Pakistan. Based on a mixed-methods study with interviews, analysis of the curriculum contents and completion of the surveys amongst a sample of religious teachers in different sectarian schools in District Bhakkar, religious values about peace have been explored and viewed in their rejection, interpretation, or acceptability. The results indicate that certain theologically based notions of peace to be identified as rahmah (mercy), adl (justice), and sabr (patience) are largely accepted, whereas the question of peace ideally based as a distinct field of study is usually deemed alien unless tethered to the ideologies of Islam. Teaching dogma, institutional independence and defensive attitudes toward knowledge can be important obstacles, but participatory, Ulama-based reform is well-received in the context of religious legitimacy. The article provides the conclusion that contrary to the traditional interpretation of madrasas as resistant monoliths, they can be used as positive places of peacebuilding as long as the reforms are designed through a culturally grounded, pedagogically innovative and collaborative manner.