ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in the various chapter of this book. The book explores how identity has impacted on the post-conflict reconstruction of education in Iraqi disputed territories by addressing the central research question: How has ethnic identity influenced education narrative in disputed territories. Education in conflict-affected areas has been examined in terms of its negative impact on wider conflict by broad array of commentators. A conflict-sensitive analysis of education is being championed by organizations like the Inter-agency Network for Education in Emergencies (INEE) and UNICEF's Peace-building Education and Advocacy programme (PBEA), but their efforts have yet to be mainstreamed into standard practice and remain unfocused and broad in their application, failing to influence everyday education assessment methodology. Contextualization of education policy remains an often-neglected process in conflict-affected countries. Policymakers must create education policies and programmes which protects the rights of all ethnic communities and strives to promote ethnic and religious harmony.
