While most curricula addressing violence and peace are developed in privileged contexts, this paper reconsiders existing approaches to peace education from the perspective of communities affected by high levels of violence. In-depth analysis of the educational goals and practices of teachers in Brazilian slums demonstrates how they construct different levels of resistance to violence despite contextual restrictions. Teachers combined a restrictive approach with an ethic of care to create peaceful alternatives, while making use of their community position. The analyses underline the transformational potential of educational environments, while acknowledging the intricate dynamics of violence that narrow opportunities for change. Correspondingly, the paper considers how a critical understanding of the community context can inform peace educational programmes that aim for transformation.
International Journal of Educational Research, Volume 102, 2020,