The aim of the article is to describe and analyze the strategies used by teachers in their everyday encounters with those who express concerns towards peace education—parents, colleagues, head teachers, and students. The analysis uses a theoretical framework that builds upon critical peace education and brings into conversation the notions of “everyday peace” and “everyday diplomacy.” The data are drawn from a qualitative case study based on interviews with 25 Greek-Cypriot teachers participating in a peace education intervention. The findings show that everyday diplomatic strategies invented by teachers help create conditions under which this peace education intervention, as a form of everyday peace, can take place, although it is not clear to what extent these strategies challenge the long-term nature of concerns. The implications of the study highlight the need that teachers and policymakers engage with concerns towards peace education in productive, sensitive and strategic ways.

本文的目的是描述和分析教师在与那些对和平教育表示关注的人（父母，同事，班主任和学生）的日常交往中使用的策略。该分析使用了以批判性和平教育为基础的理论框架，并将“日常和平”和“日常外交”的概念进行了讨论。数据来自定性案例研究，该案例基于对参与和平教育干预的25名希族塞人教师的访谈。研究结果表明，教师发明的日常外交策略有助于创造条件，在这种条件下可以进行这种和平教育干预，作为日常和平的一种形式，尽管目前尚不清楚这些策略在多大程度上挑战了关注的长期性。