Exploring Edu-peace as a space of resistance and the agency of the edu-peace worker in countering violence

This paper moves beyond traditional notions of formal schooling and liberal peace, conceptualising edu-peace through the hyphen as a liminal third space. Drawing on poststructural theory, it engages the idea of the trait d’union, concepts of hybridity, and the notion of the plateau, highlighting the fluid and interconnected nature of these fields. Examining the ambiguous role of the edu-peace worker, we explore how they navigate the uncertain terrain between conflict and peace. Edu-peace becomes both a site of resistance and a performative space where theory and practice intersect. Through theoretical inquiry and experiential reflections from Bangladesh, Myanmar, the Philippines, and Thailand, we analyse the edu-peace worker’s role, offering insights into edu-peace as a transformative field in conflict-affected settings