This paper presents a localized conflict analysis of Baʿshiqa, a town in Iraq’s Ninewa Plains, through the lens of everyday experiences shared by its residents. It identifies three major local conflict dynamics: trauma and discrimination—particularly among Yazidis; tensions around demographic change and land ownership involving Shabak and Arab populations; and gender-specific challenges, including high rates of suicide among Yazidi women.

The analysis underscores how current educational structures contribute to the persistence of these divisions. The Iraqi school system’s emphasis on religious difference, particularly the segregation of children during religious classes, reinforces stereotyping and fuels marginalization—especially of Yazidis. Residents call for a shift towards an educational model that fosters shared humanity while recognizing historical grievances.

While Baʿshiqa benefits from relatively improved security compared to neighboring areas, deep-seated mistrust, the legacies of past Arabization policies, and ongoing discrimination create serious barriers to reconciliation. Existing local conflict resolution mechanisms—such as Yazidi social councils, priests, and tribal ṣulḥ practices—offer partial relief but are undermined by exclusionary norms, especially toward women and lower-status individuals. Courts are widely seen as ineffective due to corruption and political influence.

Local visions for peace revolve around equality before the law, justice, and structural reform, rather than increased militarization. Residents emphasize the need to end discrimination, create merit-based employment, and promote inclusive education. Aid actors are encouraged to tailor their support to all affected groups, address corruption, and invest in psychosocial and structural support—especially for women and youth.

Ultimately, the paper highlights the importance of acknowledging the specific historical and social contexts of each community to build meaningful pathways toward coexistence and peace in post-conflict Iraq.