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Any reflections on teaching peace and war will invariably be shaped by the context in which such teaching occurs, by the teacher, and by a vision of the world that such teaching seeks to promote. Thus, I begin with the ingredients that shape my teaching of peace education courses at the University of KwaZulu-Natal in South Africa.

During the 1980s, I joined my university, located in a province gripped by a deadly civil conflict. This conflict, ostensibly between rival political organizations, claimed approximately 7,500 lives and was later known as the Natal War. For the first six years, I worked on a project that monitored and reported on the conflict during emergency law restrictions, which sought to conceal the Apartheid state’s funding and incitement of this violence. We also provided support to displaced persons. This worked sensitized me to the processes of enemy-making and war-mongering, and the importance of …