ABSTRACT
Frantz Fanon’s theorization of peace as “peaceful violence” captures Roy’s statement some fifty years later of “peace as war,” whereby peace can be read as the standard for violence. To teach alternative knowledges of peace means to teach the ongoing histories, truths and formations of violence that has shaped that which comes to be seen as peace. The pedagogical implications of the access to alternative knowledges is that they can form the new basis of doing things. A decolonial, feminist and queer pedagogical practice is an open invitation to collectively unlearn and relearn knowledges, not simply as a method of instruction and indoctrination, but rather to practice a kind of pedagogy that moves towards collective justice, laboriously and lovingly. The binary breakdown of peace into an absence of personal justice on one hand and an amassing of collective justice necessitates an intersectional and decolonial analysis.
