Abstract

In Kirkuk and Nineveh all religious, cultural and ethnic communities are present, therefore, these two provinces are often described as a smaller Iraq, hence, relationships and attitudes of the communities in are vital for social cohesion in Iraq. The political, economic, administration and security situation in Kirkuk and Nineveh after 2003 had a great impact on the process of peaceful coexistence among the ethno-national groups. Kirkuk and Nineveh have been a hotbed for instability, communal tensions, and extremist insurgency in post-2003. Therefore, it is very important to create a civic culture at the individual and community levels that fosters coexistence and peacebuilding.

According to the Iraqi constitution2005, all ethnic and religious communities can receive education in their own language. Thus, there are different schools in Kirkuk and Nineveh, based on religious and ethnic differences. Accordingly, this study attempts to explore the role of art lessons in schools in Kirkuk and Nineveh and its impact on peaceful coexistence and peacebuilding between different communities.

In different schools in Kirkuk and Nineveh, art does not have its own curriculum, although there is an art lesson at schools. The problem is what teachers rely on when teaching, also what values do art lessons provide to students when there is no specific curriculum!! Therefor,  the study strives to answer these questions: What is the role of art lessons in peacebuilding and intra-cultural understanding in Kirkuk and Nineveh? Are there any artistic activities held in schools to enhance social cohesion? For that, the study adopted mixed method which is qualitative and quantitative.

Keywords: Art, Education, Peacebuilding, Coexistence, Kirkuk and Nineveh