Abstract
In societies that are emerging out of protracted war, teacher preparation geared toward peace poses a unique challenge. Their contested histories, normalization of violence and fear over prolonged times, and entrenched social and political structures that that have sustained violence, inequity, discrimination, injustice and unequal power distribution over time can prevent peace initiatives realizing their full potential. This paper explores the strength of a pedagogical orientation to teacher preparation that is conceptually informed by culturally responsive pedagogy. The paper first provides an overview of peace education and the challenges of effective and lasting peace education in societies that are emerging out of war; it then discusses tenets of culturally responsive pedagogy that lends itself toward peace education; and the paper concludes by conceptualizing a culturally responsive approach to peace education in postwar societies.
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