This field note presents the case of the review of the curriculum framework in Somalia, a UNICEF-supported education intervention that intentionally engaged with the drivers of conflict. The note outlines how this mainstream education intervention can help to build a capacity for peace at various levels (individual, group, and policy) in terms of substance and process.

In Training for Model Citizenship, Molly Sundberg draws on her ethnographic fieldwork, as well as her experience as a development practitioner for the Swedish International Development Agency, to explore how citizens relate to the state in postgenocide Rwanda.

Christopher Talbot and Aleesha Taylor's focus on Liberia’s recent educational history in Partnership Paradox is interesting, given the government’s announcement in 2016 of a new plan to privatize the country’s public pre-primary and primary school school system.

Childhood Deployed is based on author Susan Shepler's almost three decades of ethnographic research and other involvements in Sierra Leone. Shepler analyzes the implications of the participation of minors in Sierra Leone’s infamous civil war and the challenges to their postconflict reintegration.

Rita Verma’s Critical Peace Education and Global Citizenship is simultaneously inspiring and terrifying—inspiring in the accounts it offers of highly interactive peace education outside the normal curriculum and in possibilities for activism, and terrifying in its exposure of the “Trump Effect” and how this legitimates racism.

Every theme that appears in the Journal on Education in Emergencies is by definition timely and important. In this special issue of JEiE, we focus on education and peacebuilding.