Teaching the History of Kurdistan through Visual Art
Dr Olga Alexandrovna Babenko
Lebanese French University, College of Education and Languages, Department of English, Erbil, the Kurdistan Region of Iraq
Ms. Hema Ahmad Hamza
University of Kurdistan Hewlêr, School of Social Sciences,
Department of English Language Erbil, the Kurdistan Region of Iraq
([email protected]; +9647506769818; [email protected]; +9647503542166)
Abstract
The paper presented by Nahrein Network awardees, Dr. Olga Babenko and Ms. Hema Ahmad, is directed at
academic staff professional development through expanding teaching methodology among educators
who teach history in the Kurdistan Region, native and foreign. The Principle Investigator Dr Olga Babenko, who was granted £30,000 for the research project “Postgraduate Teaching Programme: A Scientific, Historical and Intercultural Dialogue” (completed in June 2020), and the Project Research Assistant Ms Hema Ahmad shares practices of engaging authentic Kurdish visual art in teaching Kurdish history in secondary schools and universities. The article, based on the research conducted in the universities across the Kurdistan region in 2021-2020, focuses on the selected episodes of Kurdish history and their reflection in several paintings of national origin. The researchers remind us about three chapters of the history of Kurdistan—its division, the tragedies of Kirkuk, and relatively recent events in Rojava. Then they demonstrate how to incorporate paintings in teaching the mentioned historical events. The methodology is explained in the examples of the following paintings borrowed from Shanidar Gallery of Erbil: “A Tragic Panorama of My Country” (2013) by Dara Muhammad Ali, “Kirkuk” (2014) by Ali Sedik and “The Tragedy of Rojava” (2017) by Ferhad Kh. The purpose of this paper is to expose secondary school and university educators to a new interdisciplinary methodology of teaching the history of Kurdistan and raise awareness about the necessity to preserve Kurdish history and identity. This awareness will elevate the prestige of Kurdish heritage and the role of Kurdish studies. The
educators will learn how to integrate the concepts of visual art analysis in teaching history. Among other methods,
recommended for this purpose, the researchers employ focus groups, formal analysis, discussions, and debate.
As a result, if the methodology is put into practice, secondary school lessons and university lectures will acquire an intriguing artistic flavor. Therefore, the increased level of student engagement and motivation will lead to the better academic progress of learners and sustainability of Kurdish historical, artistic, and cultural heritage. One of the peripheral results will be a closer involvement of art galleries and museums in educational contexts for the benefit of society and young learners.
doi:10.23918/vesal2021v18