Human Rights and Education for Democratic Citizenship in Kuwait: Uncovering a “Waystation”

• In Event: Human Rights and Democratic Citizenship in Education in International Contexts

Abstract

While universal human rights frameworks and democratic models of government have gained global support and even adherence, they often exist in tension with local cultural and religious practices (Davies, 2008). In Kuwait, tensions arise between the constitution, legal system and Islam, with several groups consequently marginalised. These tensions extend into the education system, which, rather than prefiguring a more democratic ideal, mirrors and perpetuates the status quo. This paper seeks to explore both theoretically and contextually the potential of a curricular module called ‘The Constitution and Human Rights’ (CHR) in deepening education for democratic citizenship in Kuwait. This module was added to the secondary curriculum as a three-year programme in 2006 but was reduced to one year by 2011.

Perspective:
Wright (2007) argues that ‘[t]o be a radical critic of existing social structures is to identify harms that are generated by existing arrangements, to formulate alternatives which mitigate those harms, and to propose transformative strategies for realising those alternatives’ (p. 26). One guideline Wright offers to the discussion of alternatives is to analyse them in terms of ‘waystations’ – partial reforms that may take place within existing structures but that nonetheless both illustrate the viability of larger-scale changes and empower people. Fielding and Moss (2011) use Wright’s notion to explore alternatives within education, with a goal to ‘reclaim education as a democratic project’ (p. 171).

Methods:
This paper draws on research from 2008 to 2011, during which the CHR module was reduced to one year. First, CHR materials were analysed in terms of their contribution to education for democratic citizenship. Then, in order to explore contextual interpretations, an in-depth qualitative case study was conducted, involving data collection in the form of observations, interviews and student research workshops. Fatima Bint Asad Secondary School was selected for its potential as what Yin (2009) calls a critical case. Fatima is both a state school operating within the constraints of the national system and a UNESCO Associated School. It is also the only Kuwaiti school to win an international award for work on human rights, citizenship and democracy. These criteria make Fatima a context within which both the limitations and possibilities of the CHR module are best explored.

Conclusions/Significance:
Theoretical analysis reveals that the CHR module, in its original conception, was informed by humanistic principles and afforded opportunities for democratic participation. However, it was introduced into the existing authoritarian system. Nonetheless, analysing its interpretation within Fatima uncovered a potential ‘waystation’ in Kuwait’s democratic journey. Data reveal that students who took CHR at Fatima displayed a sophisticated awareness of the interplay between citizenship, human rights and democracy, and of the tensions they experienced as a result. Moreover, their tone revealed a confidence in their ability to invoke change. These students’ voices were markedly different from the compliant, grateful, nationalistic ones of their peers who did not take CHR. Such data demonstrate the viability of the module in deepening education for democratic citizenship and empowering young people. Its reduction to a one-year programme, however, raises questions.

Author

• Rania Al-Nakib, Gulf University for Science and Technology