ABSTRACT
The central question of this chapter is: How to adapt peace education for teaching privileged students? We follow the argument of critical peace education academics that interventions need to address the causes of structural violence. However, we argue that the critical peace education literature has under-theorised the structure–agency relationship and so it is unclear how interventions targeting individual learners can have effects on society as a whole. We address this gap by drawing from practice theory to conceptualise the structure–agency relationship as the assumptions and rules regulating the activities of students. Using the co-author’s experience, the chapter then explores what forms these practices take in an elite private school in Colombia. We show that the economic inequality of Colombian society is not separate from the students’ activities. Instead, it exists within their assumption of future leadership roles and superiority over Colombian society as well as in the rule not to question either assumption. This chapter, therefore, shows that peace education in this school means challenging these specific practices. It also provides a framework for peace educators to reflect on how their actions, and those of their students, form part of the structural causes of violence and the possibilities for changing them.
