From the perspective that we live amidst an ecology of violence, we contend that educators should not circumscribe their ethical roles by endorsing the dominant individualistic goals and practices of moral education. To counter a pervading worldview of violence and tolerance for violence, we propose instead that teachers embrace the multifaceted…

This qualitative study, based on in-depth semi-structured interviews, depicts practices of seven peace educators in public elementary and secondary classrooms in the United States during the time of the terrorist attacks on 11 September 2001 through the US engagement in war in Afghanistan and Iraq. Focusing on individual perceptions of practice…