School textbooks, peace and conflict: an introduction

The aim of this article, and of the special issue it introduces, is to claim a more prominent role for the analysis of school textbooks when studying peace and conflict. School textbooks can contribute to several core discussions in this research field because they are indicators of dominant political knowledge, have privileged access to a large audience, and are objects of peace and conflict processes themselves. We reflect how the analysis of school textbooks has already contributed significantly to peace and conflict studies and outline avenues for further research.