ABSTRACT There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the study discusses a teacher’s response to a student witnessing domestic violence. Thereby, it explores the limits of peace education in the face of home-school boundaries and societal stigmas. Secondly, the study discusses a teacher’s attempt to help an abused child labourer. It questions the extent to which peace education can tackle systemic inequalities and the danger of the field reproducing exclusionary structures. Thirdly, the study discusses the intergenerational politics of children endorsing corporal punishment. It seeks to demonstrate how socio-economic pressures and historical legacies might lead to children legitimating violence against their own bodies. By exploring the fractures and gaps within peace education in an understudied non-Western context, the study aims to raise larger questions about the structures and norms hindering ideals of peace and the need for peace education to prioritise criticality, context and reflexivity.

中文翻译：

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“善良不重要，我们需要害怕”：印度学校和平教育实践的中断

摘要 关于非西方教师在和平教育的日常实践中可能面临的挫折、道德困境和挑战，缺乏研究。为了弥补这一差距，本研究分析了一所寻求建立和平文化的印度学校如何协商和理解暴力。使用扎根理论分析了对八名教师和四名学生的采访。首先，该研究讨论了教师对目睹家庭暴力的学生的反应。因此，它探讨了面对家校界限和社会污名时和平教育的局限性。其次，该研究讨论了一名教师试图帮助受虐待的童工。它质疑和平教育在多大程度上可以解决系统性不平等问题，以及该领域再现排斥结构的危险。第三，该研究讨论了支持体罚的儿童的代际政治。它试图展示社会经济压力和历史遗产如何导致儿童将针对自己身体的暴力行为合法化。通过在未被充分研究的非西方背景下探索和平教育中的裂缝和差距，该研究旨在提出更大的问题，即阻碍和平理想的结构和规范以及和平教育需要优先考虑批判性、背景和反思性。