In the Fall 2003 issue of Educational Studies, Ian Harris provided a historical assessment of the progress of peace education in the United States, in which he concluded with the sobering observation that, "peace education remains peripheral to mainstream educational endeavors" (349). Harris attributed the failures of peace education to the difficulties inherent in developing a research paradigm capable of demonstrating the efficacy of peace education programs. The contribution of this article is to advance the proposition that the dominance of Eurocentricity in peace education leads to the exclusion and distortion of African American perspectives and this restricted focus undermines the status and viability of peace education.