Abstract
Teachers can be important transformation agents in post-conflict societies. In this study—in Tolima, Colombia—39 teachers participated as co-researchers to investigate the effects of armed conflict on their school's capacity to build peace. They used different biographical tools to recount their experiences with the armed conflict. The article discusses how using this methodological approach contributes to peacebuilding through two processes: the production of knowledge and the generation of transformations in teachers. The results suggest that this approach can contribute to sustainable peacebuilding in post-conflict contexts by designing more contextualised school-based peacebuilding projects and better engaging teachers in this process.
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