This critical qualitative study explores the art education curriculum's role in promoting peace in Saudi Arabia. The purpose of this research was to make possible a deeper understanding of the elements of peace in the curriculum through a critical content analysis of art textbooks for teachers and students and semi-structured interviews with art education teachers. The theoretical framework is based on the principles of critical pedagogy advocated by Paulo Freire. The results uncovered ways in which art activities foster critical thinking, collaboration, empathy, an attitude in favor of coexistence, and tolerance of diversity, thereby contributing to students' social and emotional skills development. Additionally, this study revealed some aspects of the art education curriculum in Saudi Arabia that integrated a pedagogical approach consistent with the principles of peace education. The research results underscored the need for greater inclusion of peace aspects in the school curricula, suggesting the potential to create a supportive and empowering educational environment. The study contributes to the broader discourse on integrating the art education curriculum in Saudi Arabia into critical pedagogy and peace education and offers practical insights for educators, curriculum designers, and policymakers.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2332542 |
| Date | 05 1900 |
| Creators | Alsufayran, Nouf Abdulaziz A. |
| Contributors | Eddy, Colleen, Kalin, Nadine, Mathis, Janelle, Templeton, Tran |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Alsufayran, Nouf Abdulaziz A., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0017 seconds