ADVANCING PEACE AND CONFLICT RESOLUTION THROUGH SOCIAL STUDIES: A CRITICAL EXAMINATION OF PEDAGOGY AND PRACTICE

Abstract

This study investigates the role of social studies education in promoting peace and conflict resolution in Taraba State, Nigeria. Using a critical pedagogy framework, the research examines how social studies curricula and teaching practices shape students' understanding of conflict and peace. The study reveals that traditional pedagogies often perpetuate dominant narratives and reinforce harmful stereotypes, hindering peacebuilding efforts. In contrast, critical pedagogies that emphasize critical thinking, empathy, and dialogue can foster a culture of peace and conflict resolution. The findings highlight the need for a transformative approach to social studies education, one that prioritizes critical pedagogy, diversity, and inclusivity. The study recommends a revised curriculum and teacher training programs to empower students as peacebuilders and change agents.