In societies that are emerging out of protracted war, teacher preparation geared toward peace poses a unique challenge. Their contested histories, normalization of violence and fear over prolonged times, and entrenched social and political structures that that have sustained violence, inequity, discrimination, injustice and unequal power distribution over time can prevent peace initiatives realizing their full potential. This paper explores the strength of a pedagogical orientation to teacher preparation that is conceptually informed by culturally responsive pedagogy. The paper first provides an overview of peace education and the challenges of effective and lasting peace education in societies that are emerging out of war; it then discusses tenets of culturally responsive pedagogy that lends itself toward peace education; and the paper concludes by conceptualizing a culturally responsive approach to peace education in postwar societies.

在刚刚摆脱持久战争的社会中，面向和平的教师准备提出了独特的挑战。他们有争议的历史、长期暴力和恐惧的常态化，以及长期持续存在暴力、不平等、歧视、不公正和不平等权力分配的根深蒂固的社会和政治结构，可能会阻碍和平倡议充分发挥其潜力。本文探讨了以文化响应教育学为概念的教师准备教学方向的优势。本文首先概述了和平教育以及在刚刚摆脱战争的社会中进行有效和持久的和平教育所面临的挑战；然后讨论了适合和平教育的文化响应式教学法的原则；本文最后提出了战后社会和平教育的文化响应方法的概念。