Teachers’ strategies of everyday diplomacy in peace education: A case study of the “infrapolitics” of peacebuilding in Greek-Cypriot schools

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