This paper explores the pivotal role of education in advancing social justice, civic engagement, and peacebuilding, drawing on the extensive work of Professor Gormally’s research in the transformative potential of informal education when rooted in participatory, rights-based, and community-led approaches.

The paper will draw on various educational practices in exploring how they can serve as vehicles for challenging structural inequalities and fostering active citizenship. It will explore practices that empower marginalized groups to co-create solutions to systemic injustices, emphasizing the importance of relational and context-sensitive engagement.​ Central to this work is challenging deficit-based discourses that marginalize young people and communities, advocating for the recognition of informal educators as vital contributors to educational policy and practice.

The input will also draw on international research, particularly the “Educational Peacebuilding in Medellín and Acapulco” project and a recent book on “Peacebuilding, Conflict and Community Development” to discuss the role of education, culture, and learning in responding to crises and building peace in conflict-affected communities. This work highlights how educational initiatives can contribute to cultural transformation and social cohesion in areas grappling with violence and instability.

The paper will finally explore how education and educational institutions can be a catalyst for social justice, civic participation, and peacebuilding. Gormally advocates for a vision for educational practices that are inclusive, transformative, and grounded in the lived experiences of communities, students and young people. It calls for narratives that are inspired by values central to the future we aspire to, challenging frameworks that dehumanize.