Violence has long roots in history, it has become part of the culture of most societies, especially in war-torn countries. Education has played a role in radicalizing and de-radicalizing young people, and governments in war-torn countries are interested in measures that counter violent extremism as part of education programs (de Silva, 2017). Education plays a fundamental role in overcoming these issues, yet most curricula are the source of violence. Education has two faces it can plant the seed of peace or violence in the minds of students and, thereby societies (Bush & Saltarelli 2000).

There has been little or lack of research in this field in the Kurdistan Region context. This research attempts to discover and identify traits of violence and extremist-related ideas and concepts in History and Islamic Education school textbooks developed, and adopted at public schools in the Kurdistan Region in Iraq. To this end, this study seeks to address these research questions. What kind of violent extreme ideas and concepts exist in the current History and Islamic Education school textbooks? The research utilizes critical discourse and content analysis tools to assess the themes, ideas, and concepts that may encourage and/or insert violence and extremism in the minds of students. The research investigates Grade Four to Grade twelve History and Societal Subjects Textbooks as well as Grade 1 to Grade 12 Islamic Education Textbooks. The initial results of the study demonstrated that there are traits of violence in textbook that require immediate revision by the authorities.

Keywords: Education, Violence, School Textbooks, History Curriculum, Islamic Education, Kurdistan Region, Iraq.