ABSTRACT
This chapter deals with the question of what peace education can look like in a social and cultural context that experiences tranquillity. For example, in what way can what we do in Sweden be included in the de nition of peace education? One of the restrictions of this chapter was limiting my search for peace education to the formal educational system, assuming that the school context re ects what is happening in society. As another restriction, the focus is on the kind of peace education that has been conducted during recent years within the formal school system and not on the content of peace education in the past. Historical information is nevertheless included in the discussion on the concept of “regions of relative tranquillity” and, to a lesser extent, in a more general discussion on the concept of peace education. The chapter starts with a brief discussion of what “regions of relative tranquillity” can be.
