This paper discusses the use of storytelling and poetry as pedagogical tools in peace education within the Tuareg Muslim community in Southern Algeria. The central key question that the paper examines is how storytelling and poetry, as traditional oral educational practices, are utilised as pedagogical tools for promoting peace within the Tuareg Muslim community in Algeria and what challenges and opportunities arise from integrating these cultural narratives into formal educational settings to impact peace education within and beyond Tuareg communities.

The indigenous inhabitants of North Africa are known as Berbers, or as some defined themselves as Imazighen, which literally means "free men." The Berber linguistic landscape in Algeria includes several dialects (Hagan & Myers, 2006; Shoup, 2012). Within this broader Berber context, the Tuareg in Algeria cultivated a distinct cultural identity. Tuareg, a nomadic group residing in Southern Algeria, is known for their use of the Tamesheq language dialect, with their adeptness in navigating the Saharan landscape. Tuareg's cultural practices, including the veiling of men's faces, are rich in symbolism. French colonisation in the 19th century marked a significant shift, forcing a transition from nomadic to more sedentary lifestyles, yet the Tuareg maintained many traditional customs (Shoup, 2012). Moreover, the imposition of Western educational models disrupted traditional practices, including the oral transmission of knowledge and values.

Historically organised tribally with a class-based system, their society comprises nobles, religious scholars, artisans, and various strata of vassals and labourers. Tuareg's oral literature tradition, primarily in the Tifinagh or Libyan script, consists of monumental inscriptions and a vibrant storytelling and poetry culture. These oral narratives serve as a medium for imparting religious and cultural values, including pre-Islamic myths and legends.

Storytelling and poetry play a pivotal role in transmitting cultural values and shaping the worldview of the Tuareg people in Algeria. These oral traditions are integral to the informal education system within the Tuareg community, serving not only as a means of entertainment but also as vital pedagogical tools. Through narratives imbued with teachings on social values, storytelling and poetry convey profound moral and ethical lessons, ensuring the passage of the community's rich heritage from one generation to the next.

Theoretically, the concept of Assabiyah, as discussed by Ibn-Khaldun (2005), refers to the social cohesion and collective solidarity that bind a community together, enabling it to act as a unified entity. This concept is particularly relevant to understanding subjects' cultural context when considering the role of storytelling and poetry in the Tuareg community of Algeria as a means of educating peace and transmitting cultural values.

This study presents how the stories and poems of the Tuareg are more than mere words; they are carriers of values and a reflection of the community's underpinning philosophies. They foster critical thinking and problem-solving skills, as exemplified by the story of Amamalandilyas, which is used to instil foundational values and develop peace resolution and reconciliation skills. These narratives guide young members in understanding their cultural identities and social responsibilities, thereby shaping their worldview and moral compass.

Despite their importance, storytelling and poetry face numerous challenges in the modern era. The advent of technology, the transition towards formal education systems, and the shift from a nomadic to a sedentary lifestyle have all threatened the continuity of these oral traditions. This paper advocates for acknowledging these approaches' artistic and educational potential effectiveness in peacebuilding. This further underscores the need to shift from Western-centric methodologies to embrace traditional heritage, contextually relevant, and culturally attuned educational practices, which can significantly impact peace education in Algeria and potentially in other similar contexts.

The data for this study are part of the 'Decolonising Education for Peace in Africa (DEPA)' research project in Algeria, focusing on the values of reconciliation and peace within traditional Algerian art heritage. With ethical approval from the Open University (HREC/4669/Raghuram/Lahmar), the research was conducted in four Algerian provinces: Aïn Beïda (Oum El-Bouaghi province), Beni Maouche (Béjaïa province), Ghardaïa city, and Tamanrasset city and its outskirts, with additional insights from Guelma Province. The analysis in this paper is derived from three Jama'a focus group discussions and eight semi-structured individual interviews in Tamanrasset province. All recordings were transcribed and translated into standard Arabic and English. Subjects preferring the Tamesheq dialect, due to limited fluency in Algerian Arabic, were provided instant translations for approval during their interviews. I employed NVivo for thematic data exploration and ChatGPT-4 for Arabic to English translations and critical review. As a native Arabic speaker fluent in the Algerian dialect (Darija), I ensured the accuracy of all translations. Data were anonymized before any translation or NVivo coding. However, it's crucial to recognize the limitations of these tools. The analysis and writing are my original work.

Storytelling and poetry have long been integral to the cultural fabric of the Tuareg Muslim community in Algeria, serving as vital pedagogical tools that impart moral lessons, ethical teachings, and cultural values. These oral traditions are key to shaping the worldview of the Tuareg people, influencing their perceptions, beliefs, and behaviours. The narratives and poems passed down through generations encapsulate the essence of Tuareg's rich heritage, playing a significant role in peace education by fostering understanding, empathy, and social cohesion within the community. Also, the Tuareg's oral traditions are more than just a means of preserving their cultural identity; they are also a vehicle for peacebuilding. Through the stories and poems that emphasize themes of justice, compassion, and community, individuals learn to navigate social relationships and conflicts in ways that prioritize harmony and mutual respect. These narratives often contain lessons on how to resolve disputes, encourage dialogue, and foster a culture of non-violence and understanding. They serve as a means to impart wisdom and strategies for conflict resolution, emphasising the importance of peaceful coexistence and mutual respect. Through the power of storytelling and poetry, the Tuareg community educates its members on the principles of negotiation, patience, and empathy, which are crucial for maintaining social harmony and building a foundation for lasting peace. Integrating storytelling and poetry into formal education is a delicate process that requires a nuanced approach. It is essential to consider religious, cultural, linguistic, and pedagogical factors to maintain the integrity and effectiveness of these traditions. The challenge lies in finding innovative and culturally respectful methods to incorporate these oral forms into the curriculum without diluting their essence. By doing so, educators can leverage the power of storytelling and poetry to enhance peace education, promoting values that are essential for sustainable peace and reconciliation among communities.

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