The role of education in conflict and crisis settings is multifaceted, extending beyond mere technical instruction to encompass the cultivation of cultural, social, and political identities that can either foster inclusivity or exclusion . Educators are positioned to significantly influence how students experience and respond to conflict and disruption, acting as potential liberators, peacemakers, or, inadvertently, perpetuators of violence . Understanding and addressing these dynamics requires a comprehensive approach that integrates various theoretical frameworks and practical strategies. The Role of Education in Challenging Settings Teachers operate within an educational ecosystem, where their actions can promote dignity and hope for a better future, even in challenging environments . This involves recognizing education's diverse roles: as a victim, perpetrator, liberator, and peacemaker . In contexts marked by conflict and crisis, education is not just about providing literacy and numeracy; it's about shaping identities and fostering social justice . Formal education systems, while powerful, can sometimes reflect hegemonic interests, potentially fueling grievances among marginalized groups . Therefore, a critical engagement with how these systems promote inclusivity and social justice is essential . Learning also extends beyond formal settings to include community-based non-formal programs, social movements, and political campaigns, which are rich platforms for knowledge production and social change . The unprecedented mass exodus due to conflicts and disasters further strains formal education systems and necessitates new approaches to educational challenges, alongside a re-envisioning of education's fundamental goals in complex social and political landscapes . Theoretical Frameworks and Practical Applications The VPLP (Victim, Perpetrator, Liberator, Peacemaker) framework helps analyze the different roles education can play in conflict situations . For instance, education can be a "victim" when schools are targeted or disrupted, a "perpetrator" when curricula promote division, a "liberator" when it empowers marginalized voices, and a "peacemaker" when it fosters reconciliation and understanding . Ecological Systems Theory, on the other hand, helps educators understand the various interconnected systems (microsystem, mesosystem, exosystem, macrosystem, chronosystem) that influence a child's development and learning, allowing for a more holistic approach to support students . Practical applications in the classroom involve creating environments where students' perspectives are heard and understood, utilizing activities that help them process their experiences, and fostering critical thinking about the interrelation of education, conflict, and peace . This includes incorporating transformative pedagogies that are holistic, engaging cognitive, affective, and active dimensions of learning . Strategies for Mitigating Threats and Fostering Peace To mitigate contemporary threats and foster lasting peace, education can be approached through three generalized pathways: as a response to a threat, a tool of prevention, or a tool of transformation and peacebuilding . Education as a Response: This involves using education to mitigate the immediate impacts of threats and promote actions to resolve them . Education as a Tool of Prevention: This focuses on preventing threats by creating norms and institutions that support sustainable peace . Education as a Tool of Transformation and Peacebuilding: This pathway aims to address the root causes of conflict, including violent political and cultural practices, and supports the establishment of healthy relationships, human rights, and mechanisms for maintaining peace . The integration of peace education into formal schools is a critical peacebuilding strategy, as schools significantly shape social and cultural values . However, certain practices can impede peace, such as pedagogies that normalize violence or exclusionary practices . Therefore, the content, form, and structure of education must be relevant, accessible, and responsive to local needs and contexts . Learner-centered pedagogies that draw on students' interests and cultural practices are particularly effective . Whole-school approaches, which integrate peace values into the curriculum, school culture, and disciplinary practices, yield more impactful results . Beyond formal education, non-formal and lifelong learning efforts are crucial . Non-formal education can challenge the status quo and foster innovation, while lifelong learning supports the full development of individuals and their capacity to respond to emergent threats . Key Educational Frameworks for Peacebuilding Several frameworks contribute to transformative education for peace: Global Citizenship Education (GCED): Aims to empower learners to engage and assume active roles, both locally and globally, to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive, secure and sustainable world . Education for Sustainable Development (ESD): Focuses on equipping individuals with the knowledge, skills, attitudes, and values necessary to shape a sustainable future . Education for Health and Well-being (EHW): Recognizes the interconnectedness of health and education, promoting healthier societies and resilient education systems . Human Rights Education (HRE): Emphasizes education about, through, and for human rights, fostering a culture of respect and dignity . These frameworks, along with pedagogies like the Peaceable Teaching-Learning Process and the Five Pillars of Education (Learning to Know, Learning to Do, Learning to Live Together, Learning to Be, and Learning to Become with the World), provide a holistic approach to fostering peace . Transformative learning, which emphasizes reflection, critical thinking, and action, is essential for nurturing human agency and driving social change . Addressing Specific Threats Education plays a vital role in addressing specific global threats: Gender Inequality and Gender-Based Violence: Promoting gender equality and equity in education is a fundamental strategy for achieving lasting peace, as more gender-equal states tend to be more peaceful and stable . Violent Extremism: Education for the prevention of violent extremism (PVE-E) helps learners understand how violent ideologies develop and strengthens their resilience against such influences through social-emotional learning and inclusive dialogue . Digital Divide and Misinformation: Education must address the digital divide, promote critical media and information literacy, and foster digital citizenship to counter misinformation and hate speech, which erode democratic values . In conclusion, education's role in conflict and crisis settings is profound and complex. By adopting comprehensive, context-specific, and transformative approaches, educators can empower individuals and communities to navigate challenges, foster understanding, and build lasting peace. Situation Description and Response Situation according to the VPLP framework: The school system, particularly the central office, operates under a "dominance model" with prescribed instructional methods and evaluations (e.g., IMPACT evaluations), which can be seen as a "perpetrator" of a top-down, less inclusive approach. However, within classrooms, teachers strive for a "partnership model" to foster a "peacemaker" environment, aiming to be "liberators" by empowering students, despite the overarching system . What was done: In this scenario, the educators recognized the tension between the central office's dominance model and their desire to implement a partnership model in the classroom. They engaged in discussions about balancing peace education with maintaining discipline and control, acknowledging that a "happy medium" is needed to prevent students from being "walked all over" while still fostering a peaceable learning community . There was also a shared understanding of the need to teach history beyond a war-centric narrative, incorporating other themes that resonate with students and encourage peaceful behaviors . Which of the ecological systems were being worked in: The educators were primarily working within the microsystem (the immediate environment of the classroom and student-teacher interactions) and the mesosystem (the interactions between the school and the central office, and between teachers and students) . The discussion about the central office's policies also touches upon the exosystem , as these policies indirectly affect the students and teachers even if they don't directly interact with the central office . Anything else that could be done in the future: Advocate for Systemic Change: Engage with the central office to advocate for a more partnership-oriented approach in policy-making, perhaps by presenting evidence of how peace education and student-centered methods align with or even enhance existing evaluation metrics like IMPACT . Collaborative Curriculum Development: Develop and share resources for teaching history and other subjects in a less war-centric and more inclusive manner, focusing on themes that promote peace, social justice, and cultural understanding . Professional Development: Organize workshops or professional learning communities for teachers to explore and implement transformative pedagogies, conflict resolution skills, and social-emotional learning techniques, fostering a "whole-school approach" to peace education . Student Voice and Participation: Create formal and informal channels for students to voice their perspectives on classroom management, curriculum content, and school culture, empowering them as active participants in their learning environment . Community Engagement: Bridge the gap between the school and the community by involving parents and local organizations in peace education initiatives, ensuring that learning is contextually relevant and supported by the wider community . Mentorship and Peer Support: Establish a mentorship program where experienced teachers can guide newer educators in balancing classroom management with peace education principles, fostering a supportive professional community.