The complexity of education issues in most Af ri can societies prior to and after conflicts raise significant concerns, necessitating an analy sis of postconflict education prospects, and the challenge of understanding the past and rebuilding a se- cure society. Typical of any community, the school is an abode of steaming conflicts and a breeding ground for reoccurring conflicts, if not diagnosed and well structured, because youths and adults from diverse backgrounds converge there. This im - plies giving education a central role in helping people to forge more just, peaceful, tolerant, and inclusive societies; and pro- viding people with the understanding, skills, and values they need to cooperate in resolving the interconnected challenges of the twenty- first century. As a result, this paper examines the importance of peace education as a tool for transforming post- war communities. The prospects of such an education and how it should be conducted are criti cal issues. The situation of Si - erra Leone is used as a main case study to illustrate the role of the pedagogy of teaching and curricular renewal in a post- conflict Af ri can setting. The central argument is that if people can learn vari ous tactics of warfare, it is imperative that they be exposed to alternative ways of dealing with conflict when it arises.