Abstract
This study explored English language professors' conceptualisation of peace in light of explicit theories of peace. The participants, 20 English language professors in the context of Iran, shared their ideas through interviews and personal documents. The data were hermeneutically analysed and two dominant themes were identified: the cultivation of critical being and transforming unequal power through de-centering dominant discourses, listening to muted voices, and expanding participatory processes. The participants called for critical pedagogy and a shift towards a multilingual-multicultural paradigm revolving around intercultural openness. The findings re-claimed criticality in peace practices in teaching and teacher education programmes.
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