Abstract
ABSTRACT In this essay, I explore critical peace education that labours through historical memory. Pulling together various professional and personal experiences, I offer my provisional understanding of critical peace education that labours through historical memory. Such critical peace education understands history as narrative; hence, it requires creativity to engage historical memory. It further understands that creativity possesses an ability to critique. I embody creativity as critical through performative remembering. Performative remembering captures our becoming, relating, and hoping. I use performative writing/autoethnography/creative non-fiction to contemplate, theorize, and experiment critical peace education that labours through historical memory.
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