Dialogue-Based Education Process as a Dimension of coexistence: Kirkuk as an Example

Abstract

The aim of this study is to analyze the role of dialogue-based education in the formation and development of individuals who possess the capacity for coexistence with others in society, even when these others differ in terms of culture, religion, and nationality. This is examined through educational and instructional practices within formal educational institutions (schools) in the city of Kirkuk. For this purpose, Paulo Freire’s theory of dialogue as an educational dimension is adopted as the main theoretical framework. The study is based on a qualitative research approach, and narrative interviews were used as the primary data collection method. The research setting was the city of Kirkuk, and the sample consisted of six teachers and ten students. Data were analyzed using thematic analysis. The findings reveal that dialogue-based education in schools is weak, as teaching and learning practices are predominantly grounded in the banking model of education. This has a direct impact on the formation of individuals who are able to assume responsibility both within the school environment and in the wider society, and who are capable of engaging constructively with others.