Kristj√°nsson, Kristj√°n; Kwon, Soonjung; Walker, David Ian (2018). Shining Light into Dark Shadows of Violence and Learned Helplessness: Peace Education in South Korean Schools. Journal of Peace Education, v15 n1 p24-47. The paper illustrates how a culture of violence is perpetuated and reproduced in South Korea through schooling and argues that peace education could help transform a culture of violence to a culture of peace. Critical ethnographic methods and a framework of peace education were applied to a sample of secondary schools in South Korea to argue that a disturbing culture of violence and learned helplessness were present; this comprises themes of direct and indirect violence through iljin (a group of students who are considered key perpetrators of school violence); a colonized false ideology and resistance to social justice. More positively, findings are also used to generate possibilities for pedagogical change based on peace education–an approach that proves useful both as an analytical frame for examining peace-violence relations in education and society and as an essential pedagogy for progressing towards peace in South Korean schools…. [Direct]

Piotr Kowzan; Przemyslaw Szczygiel (2023). Militant Research for Peace Education. The Case of Grupa Granica on the Polish-Belarusian Border. Journal of Peace Education, v20 n3 p339-360. Peace education prepares people to deal peacefully with conflicts of various scales. The authors want to enrich this education by paying attention to situations when international tension increases, and it is still possible to defuse it. Social movements sometimes highlight the hidden conflicts in society. They provoke the authorities to act and sometimes even force them to reveal their intentions. In this article, the authors look at the use of 'intervention' so-called militant research in the face of growing international conflicts and utilise the example of the humanitarian crisis for exiled people on the Polish-Belarusian border that has taken place since the summer of 2021. The possibility of using militant research is considered an inspiration to restore and preserve peace on the basis of the activism of 'Grupa Granica' [Border Group] in Poland. The case selection is based on the criteria adopted from the literature on militant research…. [Direct]

Alexander Cromwell (2024). Building Social Capital through Encounter-Based Peace Education: How Pakistani Youth Sustain Motivation for Peacebuilding and Social Cohesion. Compare: A Journal of Comparative and International Education, v54 n4 p698-716. Encounter-based peace education programmes promote social cohesion and motivate youth to become peacebuilders. However, participants struggle to sustain these transformations in conflict contexts. This article draws from interviews and focus groups with alumni from four programmes that brought Pakistani youth to the US and other sources to examine these participants' long-term transformations. It argues that the programmes' emphasis on service-oriented activities led to participants' motivation to improve their communities because of the social capital built through these programmes. Connecting with strangers across conflict differences also resulted in participants' increased openness towards opposing groups. Consequently, alumni implemented projects to benefit their communities in Pakistan but were often unable to explicitly promote social cohesion because of sociopolitical constraints. Despite these challenges, the programmes emphasising community action in the US and in Pakistan… [Direct]

Kwasi David Ansong (2023). An Interpretative Phenomenological Analysis of Lived Experiences of Graduate-Level Peace Educators: Voices for Sustained Peace. ProQuest LLC, Ph.D. Dissertation, Nova Southeastern University. Peace education is arguably one of the underappreciated areas of study within the social sciences. Many lifelong, dedicated peace education professionals often feel undervalued by the military-industrial complex apparatus. Influential individuals and corporations that thrive in chaotic and conflicting environments every so often underestimate the relevance of peace educators. Educators find among academic and professional students an intensified urgency to learn the skills necessary to address real-world conflict; however, these courageous individuals are seemingly battling powerful forces with wealth and power. Although such happenings can be demoralizing, it is slowly galvanizing dedicated peace educators to evolve by altering their skill sets, remaining resilient, and growing from the ongoing challenges. In this dissertation, I sought to investigate the lived experiences of peace educators and explore, through their voices, the challenges they face as global conflicts spiral out… [Direct]

Bekerman, Zvi; Zembylas, Michalinos (2019). Engaging with Teachers' Difficult Knowledge, Seeking Moral Repair: The Entanglement of Moral and Peace Education. Journal of Peace Education, v16 n2 p155-174. The paper explores how might teacher educators engage with teachers' difficult knowledge and negotiate competing moral truths, when this effort obviously fails to provide adequate 'answers' or 'solutions'. Although the paper is theoretical, this question's point of departure is an incident from a series of teacher workshops in Cyprus. The question is explored from the vantage of two thinkers, Deborah Britzman and Margaret Walker, who, in different ways, theorize the moral challenges of engaging with difficult knowledge in ways that disrupt stereotypical categories of victims and perpetrators. It is argued that drawing on Britzman and Walker offers a pedagogical theory in peace and moral education that is less about offering definitive answers and settling the questions of moral wrongdoing and more about 'staying with the trouble', that is, staying with difficulty for regenerating thinking around issues of morality and peace education. The paper concludes by suggesting under what… [Direct]

Tjersland, Hanne (2019). The Dancing Body in Peace Education. Journal of Peace Education, v16 n3 p296-315. This article discusses the potentials of the dancing body in peace education seen from a transrational perspective. The author explores how the multifaceted and creative body as worked with in the conscious dance and movement practice Open Floor can be tapped into and drawn upon to engage the multiple potentials of humans as "contact boundaries at work." She reflects in this regard upon her own experiences as an Open Floor teacher. The article first discusses how the experience of dancing in Open Floor unfolds a creative process that is 1) both "intra"relational and "inter"relational, and 2) always in "transformation." Further, the article discusses how the dancing body is engaged as "holistic," "relational" and "dynamic" through the Open Floor teaching tool 4 √ó 4, and how this dancing body supports a creative engagement with intra-inter dynamics in peace education…. [Direct]

Bozkurt, Mahmut; Gurdogan-Bayir, Omur (2018). War, Peace, and Peace Education: Experiences and Perspectives of Pre-Service Teachers. International Journal of Progressive Education, v14 n1 p148-164. The purpose of this study was to reveal the perceptions of preservice teachers with war experience regarding war, peace and peace education. In the study, the phenomenological design was applied. The participants of the study were individuals who experienced wars or conflicts for several reasons in their countries and who received teacher training in Turkey. In this respect, the causes of war were reported to include economic and political benefits and religious and ethnical discrimination. In addition, the participants mentioned the social, psychological and economic reflections of war. Also, peace was associated with the participants' experiences and explained with such concepts as living together, freedom, confidence and happiness. In relation to peace education, the main focus was on respect to differences, and on prevention of discrimination. The preservice teachers also emphasized giving importance to children's psychology in peace education, women's rights as well as to… [PDF]

Brandt, Cyril; Kithumbu, Olga; Kuliumbwa, Eustache; Marchais, Gauthier (2023). The Multiple Faces of 'Conscientisation': Exploring Links between Structural Inequalities, Education and Violence. Globalisation, Societies and Education, v21 n1 p114-134. Education can instil conscientisation and stimulate action against injustice. The Batwa ('pygmy') people in the Eastern Democratic Republic of Congo have been severely marginalised. In 2012-2013, violent conflict broke out in Tanganyika, pitting Batwa against dominant groups. Our qualitative interviews evoked a causal relationship between conscientisation — via non-formal human rights education — and violence. Our article dispels this idea. Yet, it demonstrates that conscientisation can circulate beyond the confines of educational activities, and be appropriated by a range of actors, including those calling for violence. We thereby advance a critical discussion of the implications of transformative peace education in conflict-affected contexts…. [Direct]

Akinboboye, Franca Sulem Yong (2023). Re-Imagining Education as a Pathway to Peace in Africa. Childhood Education, v99 n3 p32-39. Now more than ever, it is important to recognize the immensely important role that mental health and peace education play in learning and educational outcomes. Too much time and resources are wasted on peacebuilding processes that do not last and so many lives have been lost in conflicts that could have been prevented if education was used to foster positive mindsets with children. Since its founding in 2018, the Afrogiveness Movement (coined from "Africa" and "forgiveness") has striven to stem the tide of conflicts in Africa by optimizing Cameroon's education systems such that it produces peace agents and not war mongers. Afrogiveness has improved learning and educational outcomes for 2,000 mentally traumatized students from conflict-affected communities, who otherwise may have fallen prey to the dragnets of violent extremism and juvenile delinquency. It is the authors hope that, by reading this article, education stakeholders across Africa will become… [Direct]

Breed, Ananda; Uwihoreye, Chaste (2023). Sharing and Listening to Stories for Peacebuilding in Post-Genocide Rwanda. Research in Drama Education, v28 n1 p160-171. This article explores how sharing and listening to stories linked children and young people, educators, artists, civil society workers, and policymakers as part of a continuum of transitional justice processes in the aftermath of conflict Mobile Arts for Peace (MAP) initiative. We argue that sharing stories within a peace education context can potentially help to address everyday conflicts and personal and social wounds, often due to the residue of past conflicts. MAP facilitates a community of listening and/or a community of listeners through arts-based approaches that engages the individual to listen to oneself, the community to listen to the other, and the society to listen to inform everyday peacebuilding…. [Direct]

Nkang, Iniobong Ekong; Uwah, Christopher S. (2021). Managing Tertiary Education for Peace and Conflict Resolution in Nigeria. International Journal of Higher Education, v10 n3 p295-303. Peace is a necessary condition for the sustainable development of any nation. It is described as the absence of physical and structural violence, and the presence of justice. Peace education involves human rights and conflict resolution education. This justifies the prominence of peace and conflict resolution education in the educational agenda of nations. Based on this, the paper examines the management of tertiary education for peace and conflict resolution in Nigeria. The population of the study comprised lecturers from the Faculty of Social and Management Sciences from the Universities of Benin, Port Harcourt, Calabar and Uyo, totaling 2312. A sample of 231 lecturers was drawn for the study using the Cluster Sampling Technique. One research question and one null hypothesis were considered in this study. Data collection was done using a structured instrument tagged, "Managing Tertiary Education for Peace and Conflict Resolution" (MTEPCR) Questionnaire. The Instrument was… [PDF]

Bailey, Lucy E.; Kingston, Amanda M. (2020). Pilgrimage as a Mode of Inquiry: The Oklahoma City Bombing Memorial as Entangled Place of Education. Journal of Peace Education, v17 n3 p283-307. In this essay, we explore an embodied walking engagement with the grounds of the Oklahoma City bombing memorial site that commemorates a bombing that killed 168 people in 1995. We consider our engagement as an existential pilgrimage with implications for peace education curriculum and pedagogy. Returning with intention again and again to a place that marks profound violence and loss–as well as peace and hope–invites attention, contemplation, and learning. Through entangled sensory engagement in place, in walking, being, and gathering with others, we bear witness to echoes of loss in the wake of the unthinkable. We first describe conceptual anchors of our inquiry, which we call 'pilgrimage as inquiry', as a form of walking methodology integral to place-based investigations. We describe insights resulting from our engagement at the memorial. Finally, we conclude with lessons for peace education that stretches beyond the memorial site itself…. [Direct]

Cawagas, Virginia; Toh, Swee-Hin (2017). Building a Culture of Peace through Global Citizenship Education: An Enriched Approach to Peace Education. Childhood Education, v93 n6 p533-537. Thought leaders in peace education, Swee-Hin Toh was awarded the UNESCO Prize for Peace Education in 2000, and Virginia Cawagas served as a Professor at the University for Peace in Costa Rica. Both actively support the work of the Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO in Seoul, Korea…. [Direct]

Hietam√§ki, Sari; Tucci, Ilaria (2022). Behind Screens: Challenges and Opportunities of Participatory Online Peace Education in Finland. Journal of Peace Education, v19 n3 p330-350. This article discusses the challenges and opportunities of participatory online teaching and learning in higher education. It analyses an online peace education course taught during the COVID-19 pandemic in three Finnish universities between 2020-2021. The course explored fundamental mediation skills and practices of positive peace through participatory methods and applied drama. We show how the online setting affected students and teachers, by focusing on the challenges and opportunities for participatory pedagogy in an online environment. The course feedback from students (N = 23) was studied by content analysis and conjoined with the ethnographic observations of the authors. Our findings suggest that mediation skills and practices of positive peace can be effectively taught and analysed online. However, maintaining active presence and emotional sharing present both challenges and opportunities for participatory online education. The findings will be of interest to researchers in… [Direct]

Teff-Seker, Yael (2020). Peace and Conflict in Israeli State-Approved Textbooks: 2000-2018. Journal of Curriculum Studies, v52 n4 p533-550. The current article describes the peace and conflict educational approaches found in the Jewish-Israeli curricula between the years 2000-2017. Using thematic analysis, it extracts the dominant themes and messages towards Muslim, Arab and Palestinian 'others'. The study follows 123 textbooks recommended by the Israeli Ministry of Education for grades 7 through 12 of the Jewish state and state-religious sectors for the 2000-2019 academic years. The academic subjects or disciplines represented in the study include history, geography, civics, (Jewish) religious studies and Hebrew language and literature studies. Study findings indicate that current Israeli textbooks to not contain any overt racism or incitement against Palestinians. However, ethnocentric perceptions and victim mentality are two themes that still dominate curricular discourse and are counterproductive to peace education goals. Additionally, the paucity of Palestinian narratives is another potential hurdle to achieving… [Direct]

Lewsader, Joellen; Myers-Walls, Judith A. (2017). Developmentally Appropriate Peace Education Curricula. Journal of Peace Education, v14 n1 p1-14. Peace education has been offered to children for decades, but those curricula have been only minimally guided by children's developmental stages and needs. In this article, the authors apply their research on children's developmental understanding of peace along with peace education principles and Vygotsky's sociocultural theory to present recommendations for educating children about peace at six developmental levels. Two sample lesson outlines dealing with communication skills and personal peace are provided, and implications for future research and practice in different contexts are discussed…. [Direct]

H. Dan O'Hair, Editor; Mary John O'Hair, Editor; Philip A. Woods, Editor (2024). Communication and Education: Promoting Peace and Democracy in Times of Crisis and Conflict. Communicating Science in Times of Crisis. John Wiley & Sons, Inc "Communication and Education: Promoting Peace and Democracy in Times of Crisis and Conflict" explores the complexities of addressing divisive societal challenges, reducing conflicts, and building and sustaining peace and democracy around the world. Contributions by an international panel of experts provide evidence-based practices, findings from ongoing research projects, policy analyses, and cutting-edge theories, frameworks, and models for confronting global challenges to peace and democracy. Examining the crucial role of crisis communication and education on a global scale, this research-based compendium covers a broad range of key topics, such as democratizing education, promoting peace through complexity science, understanding how factionalism threatens democracy, encouraging citizen participation, and more. Throughout the text, the authors highlight the need for equity, compassion, critical thinking, and active engagement to create a sustainable future based on… [Direct]

Arslan, Yaser; G√ºn√ßavdi, Gizem; Polat, Soner (2016). The Qualities of Teachers Who Instruct Peace Education: Views of Prospective Teachers' Who Attended the Peace Education Programme. Journal of Education and Practice, v7 n28 p36-45. The concept of peace can be described as the values including respecting features such as race, gender, religion, physical appearance, and age; appreciating diversities, unity, cooperation, tolerance and being fair. Related to this, the concept of peace education can be defined as an educational process during which peaceful problem-solving methods, instead of problem-solving methods based on violence and conflict, are taught to individuals. The aim of this study was to determine the qualities of teachers who instruct peace education depending on the prospective teachers' view. The study was a qualitative descriptive research. The sample of this study was chosen with the homogeneous sampling method. The sample of this study was chosen among the participants of the Peace Education Programme. The data was gathered with focus group interviews. The content analysis technique was used for data analysis. The results of the study showed that the participants learned the peace education… [PDF]

G√ºrsel-Bilgin, G√ºlistan (2020). Dialogue in Peace Education Theory and Practice. Educational Practice and Theory, v42 n1 p27-46 Jun. This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics necessary in the formal school setting to employ Freirean dialogue…. [Direct]

Cunliffe, Rachel H. (2017). Conflict Resolution Classrooms to Careers: An Emergent Theory of Change with Implications for a Strategy in Peace Education. Journal of Peace Education, v14 n2 p235-252. Peace education provides for the development of knowledge, skills, and dispositions appropriate to effective peacebuilding. Therefore, the development of curriculum in degree programs which builds bridges by which students in conflict resolution/peace studies classrooms may cross over to the field of conflict transformation and peacebuilding may properly be thought of as within the sphere of peace education. This paper describes an emerging theory of change in the context of the peace education offered by a graduate and undergraduate program of conflict resolution. It is argued that employability exists at the nexus of student skills and attributes, and the demands of a labor market which a partnership between experienced practitioners and academics has a responsibility to inform and shape through outreach, education, practice, evaluation, research, and publication…. [Direct]

Olowo, Oluwatoyin Olusegun (2016). Effects of Integrating Peace Education in the Nigeria Education System. Journal of Education and Practice, v7 n18 p9-14. This paper attempted to investigate the effects of integrating Peace Education into Nigeria educational system. Four research questions were designed for the study. The researcher designed an instrument tagged: Questionnaire on effect of Integrating Peace Education (QEIPE). The entire population of two hundred respondents spread across Secondary Schools and lecturers in higher institutions of learning in Ondo State were used as the sample for the study. A 20-item questionnaire structured on a 4-point scale was used for the collection of data. Mean and Standard deviation was used to answer the four research question generated from the study. The findings identified the inclusion of Peace Education in Nigerian School curriculum in order to reduce crime, violence and other social vices in Nigeria. The result of the study further revealed that there is no significant differences between Peace Education and Social Studies. The findings equally identified with the relevance effects of… [PDF]

Tunisha Hairston-Brown (2024). Cultivating Belonging. Montessori Life: A Publication of the American Montessori Society, v36 n2 p34-41. The author describes their experience, as a Black woman, during the beginning of their teaching career. The author describes experiences in school as a young student, within their community, and as an adult out in public and in their early career. The author discusses their assimilation from childhood, and eventual transition to teaching within a Montessori school. Their parenting choices of an educational experience with Montessori philosophy led to their career change. The author also discusses systemic racism, social justice, and peace education within the context of Montessori education. The author discusses the Black, Indigenous, and people of color (BIPOC) family and student focus groups, held to learn about their experience and to understand their school experience needs. Specific student needs, bare minimum according to the author, for Montessori spaces are described, to initiate inclusion and equity for students…. [Direct]

Tulgar, Ayseg√ºl Takka√ß (2018). Student Views on the Maintenance of Peace Education in Glocal Second Language Setting. Journal of Language and Linguistic Studies, v14 n4 p150-161. Peace has been an indispensable notion in the lives of mankind ever since the existence of community life. Having such a significant place in human life, peace has turned into a concept with relevance almost in every aspect of life and language education is not an exception. Though peace education has been covered in an increasing number of studies in foreign language education, there is a further need for studies on peace education in second language learning settings. Therefore, this qualitative case study, from a glocal perspective, is intended to examine the views of 12 learners of Turkish as a second language with different cultural backgrounds regarding the maintenance of peace education in their language learning process in the glocal setting. The data were collected through open-ended questions. The results of the content analysis revealed that the participants appreciated available chances of observing and experiencing the target culture and other cultures presented by their… [PDF]

Br√°s, Jos√© Greg√≥rio Viegas (2024). For an Epistemic Decolonisation of Education from the Ubuntu Philosophy. Pedagogy, Culture and Society, v32 n1 p61-76. Drawing on ubuntu philosophy and notions of otherness, this paper and refers to, but is not limited to, the South African experience. In a relatively humanising turn, "Ubuntu" draws our attention to wider forms of interdependence with all that surrounds us: the dead, the living and the yet unborn, the physical and social environment, what is closest to us and furthest from us, the visible and the invisible. In this world of neoliberal globalisation, "ubuntu" emerges as an ecopolitical alternative. It is a form of knowledge that makes us more humane. To explore the educational legacies of Post-Colonial Africa, the following questions were asked: in the field of peace education, do we have more to learn from the culture of the ruler or of the ruled? However, "ubuntu" philosophy potentially represents an invaluable contribution to the education of anew humanity capable of implementing perpetual peace…. [Direct]

Akanmori, Harriet; Chan, W. Y. Alice; Parker, Christina (2019). Addressing Canada's Truth and Reconciliation Commission for Indigenous Peoples through Religious Literacy and Spirituality: Unexpected Pathways to Peace Education. FIRE: Forum for International Research in Education, v5 n1 p63-88. In 2015, Canada's Truth and Reconciliation Commission (TRC) documented 94 callsto-action in relation to the institutional and debilitating legacy of the Indian Residential School System towards Indigenous culture, language, identity, and knowledge in order to actualize reconciliation between Indigenous peoples and Canada. In it, Justice Murray Sinclair explained that education caused much of the problem but is also part of the solution. Concurrently, the Ontario Human Rights Code (OHRC) updated its policy on preventing discrimination based on creed that includes religious and non-religious systems that influence a person's identity, worldview, and lifestyle. In accordance, drawing on a framework of peace education, we present religious literacy and spirituality as pedagogy as potential responses to concerns raised by the TRC and OHRC, and as a means to inform and dialogue about Indigenous cultures and spirituality that have been silenced from public education for centuries. Thus, we… [PDF]

Sagy, Shifra (2017). Can We Empathize with the Narrative of Our Enemy? A Personal Odyssey in Studying Peace Education. Intercultural Education, v28 n6 p485-495. The reader is taken on a journey spanning some 30 years devoted to the author's involvement in practicing, teaching and studying peace education. The core concept in this journey is active "bystandership," which implies the capacity to disengage from our ethnocentric narratives and perceptions and to face the emotional challenges of acknowledging narratives that contradict our collective assumptions about the conflict and accept the moral obligation to address our contribution to violence. The author describes her non-professional as well as her professional activity in academia of participating, initiating, teaching and facilitating peace education projects. She describes inter and intra-group encounters and attempts to identify the limitations and opportunities of each type. Finally, some research methods and results of recent studies in peace education, especially regarding perceptions of collective narratives, are presented and discussed…. [Direct]

Basaran, Semra Demir; Karakurt, Sevgi √ñzden (2017). Development and Evaluation of the Efficiency of In-Service Training Program with the Theme of Peace Education. Universal Journal of Educational Research, v5 n8 p1425-1434. In this article, an in-service training program was developed and evaluated to improve the peace education competencies of primary school teachers. This program, named as In-Service Training Program with the Theme of Peace Education for Primary Teachers (BEHEP), was based on the system approach. The implementation was completed in 28 hours with the participation of 18 primary school teachers working in Serkan Ciddioglu Primary School located in Melikgazi district of Kayseri province. The article was designed according to the mixed research model. Interview forms, concept forms, course plans, participant diaries and in-service training evaluation scales were used as data collection tools. Qualitative data were analyzed via content analysis method; quantitative data were analyzed via SPSS. BEHEP has been an effective program to raise the awareness of teachers and to improve their skills in designing learning environments suitable for peace education…. [PDF]

Gautam, Bishwa Raj; Sowell, Jimalee (2021). Writing about a Peacemaker. English Teaching Forum, v59 n2 p24-29. Second-language learners increasingly need effective writing skills in English for academic and professional purposes, as well as for personal and social purposes. To date, peace education (PE) activities in the English language classroom have mostly focused on speaking. This article presents an activity that can help fill the gap in the lack of resources on writing activities for PE in the English language classroom. Using PE as a framework, students read and write about a peacemaker to reflect on the meaning of peace and how it can be achieved…. [PDF]

Lauritzen, Solvor Mj√∏berg; Nodeland, Tuva Skjelbred (2017). What Happened and Why? Considering the Role of Truth and Memory in Peace Education Curricula. Journal of Curriculum Studies, v49 n4 p437-455. This paper is an exploration of challenges arising in the interplay between a standardised peace education curriculum and a localised post-conflict setting. Drawing on interview data from two Kenyan schools, the paper explores the reception of peace education initiatives implemented in Kenya following the post-election violence of 2007/2008 through the voices of teachers and pupils. The analysis identifies two patterns emerging from the pupils' point of view; firstly an engagement with narratives of conflict addressing what happened during the outbreak of violence, and secondly an awareness of collective narratives of the past, centred on the question of why the conflict broke out. The data identifies a gap between the knowledge and perspectives of the pupils, and the level of engagement by the curricula and teachers in the same issues. Finally, the paper explores some implications of these diverging needs and perspectives in relation to the design and implementation of peace… [Direct]

Charalambous, Constadina; Charalambous, Panayiota; Zembylas, Michalinos (2020). Reconciliation Pedagogies and Critical Ambivalence in Teacher Professional Development: Insights from a Case Study in Cyprus. Journal of Peace Education, v17 n2 p208-233. This paper draws on ethnographic data from a project on peace education and reconciliation pedagogies in the conflict-affected context of Cyprus. Following a primary school teacher over the period of eight months in peace education workshops and in her classroom before and after the workshops, we trace critical moments that seem to have an impact on teacher's thoughts and emotions in relation to conflict and reconciliation. Analysing extracts of interaction both from the workshops as well as from her classroom, we show her struggle to cope with reconciliatory ideas and the dominant conflict ethos, pointing to possibilities for change but also resistances and limitations. Despite the detailed focus on one individual, we use data from the whole project to contextualize her practices and we use her case to highlight important elements to consider when designing reconciliation activities. Using the concept of "critical ambivalence," we highlight teachers' ambivalent emotions… [Direct]