Education as an Instrument of Conflict Resolution: Intergroup Relation Practices in Society
DOI:
https://doi.org/10.56832/edu.v6i2.2908Keywords:
Intergroup relations, social cohesion, social conflict, religious moderation, multicultural educationAbstract
Studies on multicultural education and intergroup relations have largely proceeded along separate paths. Most existing research focuses on empirical case studies within conflict-ridden regions, while conceptual syntheses, integrating Islamic educational values (such as al-'adl [justice], rahmah [compassion], tasamuh [tolerance], and ukhuwwah [brotherhood]) into a multicultural education framework as a strategy for preventing social conflict, remain limited. This study aims to analyze the role of education in fostering harmonious intergroup relations and mitigating social conflict. A qualitative literature review was conducted, drawing upon books on the sociology of education, academic articles on multicultural education, and relevant prior research. Data were analyzed using content analysis, involving the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that education serves as a strategic instrument for shaping healthy social interactions by instilling tolerance, care, and openness. Social conflict stems from four primary factors: differences in cultural identity and beliefs, negative intergroup prejudice, economic inequality, and poor management of diversity. The original contribution of this study lies in the formulation of an integrative, Islamic-value-based multicultural education framework that links justice, compassion, tolerance, and brotherhood to conflict prevention and the strengthening of social cohesion. Integrating these values, through both formal instruction and extracurricular interfaith activities, has the potential to bolster social harmony. This study contributes theoretically to the development of Islamic-value-based multicultural education and serves as a practical reference for schools, educators, and policymakers in designing curricula centered on religious moderation and collaborative, interfaith learning.References
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