This paper explores "pedagogies of resistance"--or critical and democratic educational models utilized by social movements--and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is "How can educational projects that resist larger social, political and economic inequalities offer understandings about how we learn, teach, and act for peace in diverse settings?" Drawing upon literature from various fields, ideas and insights are offered about how the field of peace education can better respond to multiple and diverse realities, particularly those facing marginalized communities. The article provides an overview of key tenets of peace education and ideas central to "critical peace education;" offers a framing of "pedagogies of resistance;" and, lastly, details what directions emerge by putting these two educational forms in conversation.