ABSTRACT
This study aims to describe the peacebuilding effort of educators in the BARMM. It also contributes to the identified research gap between civic education and peacebuilding. First, using a constructivist framework, the study found that teachers see themselves as mere conduits of knowledge, constructing themselves as merely building the structural foundations of peace and teaching ways to sustain it without actually dismantling the conditions that disable it. Second, the research found that the course on fundamentals of peace form part of civic education through the provision of civic competence; and that civic education is vital to peacebuilding. Finally, the translation of civic knowledge to a culture of peace is manifested through various actions denouncing violence as an approach to conflict situations, generally preferring rationally sound nonviolent approaches. Hence, establishing a culture of peace must first be constructed via shared meanings and constructions, where the rationality of active agents is required.
