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This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka's civil war, one of the longest civils wars in recent history, this study explores the power of self-generated identity portraits in helping teachers to visualise their identities as second language educators. This paper highlights the potential of creativity and creative approaches to teacher education to help teachers articulate their identities, expectations, responsibilities towards their learners and challenges they face. The paper highlights the power of creative approaches to meaning making, especially in tapping into identities that are otherwise hidden and the need be for teachers to be included in larger discussions on educational reforms towards peace. [ABSTRACT FROM AUTHOR]

In societies that are emerging out of protracted war, teacher preparation geared toward peace poses a unique challenge. Their contested histories, normalization of violence and fear over prolonged times, and entrenched social and political structures that that have sustained violence, inequity, discrimination, injustice and unequal power distribution over time can prevent peace initiatives realizing their full potential. This paper explores the strength of a pedagogical orientation to teacher preparation that is conceptually informed by culturally responsive pedagogy. The paper first provides an overview of peace education and the challenges of effective and lasting peace education in societies that are emerging out of war; it then discusses tenets of culturally responsive pedagogy that lends itself toward peace education; and the paper concludes by conceptualizing a culturally responsive approach to peace education in postwar societies. [ABSTRACT FROM AUTHOR]

Set against larger processes of reconciliation and peace building taking place at the end of one of the longest civil wars in recent times, this paper examines the nexus between teacher education and postwar reconciliation in Sri Lanka. Drawing on data generated from an ethnographic case study carried out in three teacher preparation programmes, including a programme located in war affected Northern Sri Lanka, the paper aims to better understand the impact reconciliations initiatives in education. It aims to do so by examining the often overlooked experiences of teachers who are being prepared to teach in schools that have emerged out of war. The insights of teachers are critical as the impact of any reconciliation initiative lies in the preparedness of teachers to be active agents of change. The paper argues for the need for transformative approaches teacher education that recognizes the centrality of teachers as change agents. [ABSTRACT FROM AUTHOR]