Peacebuilding through Literature Education: An Analysis of Poems, Drama, Novels, and Prose among Pre-Service Teachers at Jaffna National College of Education

Abstract

Sri Lanka presents an interesting and complex landscape for peace education, rooted in its rich tapestry of languages, religions, and ethnic identities. This study examines how literature in poems, drama, novels, and prose can function as a pedagogical resource for peacebuilding among pre-service teachers at Jaffna National College of Education. Drawing on peace education, Social and Emotional Learning, critical literacy, narratology, and drama theory, the study explores how literature-based pedagogy fosters empathy, critical reflection, nonviolent communication, and inclusive classroom practice. A qualitative narrative inquiry supported by mixed-methods procedures was conducted over approximately twelve weeks with Bachelor of Education pre-service teachers from different linguistic and cultural backgrounds. Findings indicate that literaturebased activities enhanced perspective-taking, peaceful communication, classroom community, critical literacy engagement, and pedagogical confidence. The study argues that multilingual and culturally responsive literary education provides a locally grounded and ethically transformative pathway for preparing future teachers as agents of reconciliation, social justice, and durable peace.