Abstract:
In the turbulent realm of the twenty-first century, understanding the multifaceted nature of peace and conflict is imperative. This study draws upon Johan Galtung's typologies of peace and violence to underscore the need for transcending the mere absence of direct violence towards promoting non-violent structures. Peace education emerges as a critical component in this endeavor. However, the effectiveness of peace education relies on both classroom-level initiatives and macro-level considerations within the education sector. This study aims to examine the role of the Lebanese education sector in perpetuating or mitigating violence and fostering sustainable peace. By scrutinizing education policy documents through the lens of peacebuilding, the study seeks to uncover the extent to which peace is articulated and prioritized within post-war and recent educational policies, its significance compared to other values, and its potential impact on Lebanon’s sustainable peace. The methodology employed is qualitative content analysis using the deductive coding approach, applying Galtung’s framework for peace and violence to relevant policy documents. Findings revealed key themes such as reactive decision-making, centralization, transparency and accountability, accessibility, inclusivity, socio-economic disparities, and democracy and modernization. While stated goals and objectives often reflect elements of positive peace, underlying structures and implementations tend to reinforce negative peace. Implications include the need to address policy vagueness and discontinuity, replace outdated policies, establish a clear vision of peace and resilience for education at the macro level, and take effective steps toward decentralization. The study seeks to influence policy discussions and reshape educational practices to support sustainable peace in Lebanon.
