ABSTRACT
The chapter highlights the pitfalls of "prescriptive" peace education and addresses the very real tensions that exist when understanding and engaging in critical "peace" pedagogy and global citizenship and the challenges to incorporate them into official curriculum frameworks. It is difficult to accurately measure the enactments or mastery of subject of global citizenship and peace activism; hence there is the unlikelihood that they would ever become part of the official curriculum. The "unofficial" space, on the margins of the curriculum, will begin conversations about critical peace activism and global citizenship. "Active global citizenship" according to Davies, requires the key components of student involvement in democracy and human rights in their schools. These conversations are rarely readily available or packaged in curriculum and it requires an educator who is deeply committed and willing to unearth controversial discussions and topics. Teacher activists must navigate within highly restrictive curriculum frameworks with the added burden of high stakes testing and assessment requirements.
