Highlights

A plethora of multidimensional conceptual issues emerged from the DEPA project. Decolonising education for peace should be deliberate as there is under representation of indigenous ways of teaching peace.  The teachers are still teaching for examinations instead of focusing on other domains other than the cognitive hence the need for a paradigm shift.

Transformative pedagogy should be adopted and the environment should be free to allow engagements by learners. Community based values need be embraced as they create communally-esteemed capabilities. A number of indigenous and culturally informed value-based practices were identified such as nhimbe/ilima.

These values and knowledges need be fostered through a deliberate redefinition of the role of the teacher. There are quite diverse local meanings and practices of peace, that include rugare/ukhuhlaleseka/ runyararo in different contexts. There are various indigenous resources for decolonize education for peace as Hunhu/ubuntu and their local interpretation create spaces for reconciliation and co-existence.