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This paper examines the potential of two new curriculum subjects citizenship education and human rights education (HRE) currently being introduced into schools in Iraqi Kurdistan to contribute to democracy, development and social justice within this multicultural society. The region enjoys greater stability than other areas of Iraq, although it faces huge challenges, including damaged infrastructure and meeting educational and wider social needs of internally displaced persons (IDPs), particularly women and children. Kurdistan-Iraq saw considerable political upheaval from the last decades of the twentieth century, including genocide, humanitarian crisis, internal and international blockades and, from 1994-98, civil war. The 2003 Iraq invasion and subsequent political changes led to a 2005 Constitution in which Iraqi Kurdistan has become an autonomous federal entity led by the Kurdish Regional Government (KRG).Kurdistan-Iraq is a long-established multicultural society, characterised by ethnic, cultural, religious and linguistic diversity. The Kurdish majority lives alongside smaller numbers of Assyrians, Chaldeans, Turkmenians, Armenians and Arabs. The region has a population of around 5 million, of which half are children. The majority are SunniMuslims. Within this grouping there is further diversity, with some individuals being observant and others adopting sceptical /secular positions. The region also has populations of Assyrian Christian and ancient religious traditions. The official languages are Kurdish and Arabic.I draw on documentary sources and fieldwork (2010-2012) in two governorates, including classroom observations and interviews with teachers and education professionals. I examine tensions in implementing the new curriculum, both for teachers and policy-makers, juggling the demands of nation-build ing and its application through schooling and various child rights. The UN Convention on the Rights of the Child confirms the right to an intercultural education which promotes gender equity and to conditions which guarantee certain cultural and linguistic rights of parents and childrea The paper reports on teachers attempts to teach for equity in a multicultural but conservative society, while facing limited material and human resources. Human rights are taught without adequate consideration of childrens everyday rights denials. The new curriculum is taught without adequate consideration of childrens everyday rights denials. Rights operate in tension, and some may be denied in family and societal contexts where powerful conservative and patriarchal values prevail.Nevertheless, the successful implementation of this curriculum reform is fundamental to development, equity and cohesion As political developments in the wider region impact on Kurdistan-Iraq, the new curriculum has the potential to equip citizens with skills and attitudes for a cosmopolitan workiview and peaceful democratic development, also contributing to economic progress. In conclusion, I discuss principles for policy implementation andteaching strategies to enable links to be made between effective humane education, good governance, sustainable development and quality education for all.