Japan is a world leader in peace education, and Hiroshima is one of the world’s centers for peace. While the peer-reviewed literature on Japanese peace education is growing, few studies address how present-day peace educators in Hiroshima conceptualize peace education. This study aims to better understand how peace educators in Hiroshima (re)conceptualize, adapt, and apply their work. Using a grounded theory approach, we answer the following research questions: (a) How do contemporary peace educators in Hiroshima conceptualize their work? (b) How has this conceptualization changed or evolved over time? Interviewees presented convergent and divergent insights around three main themes: definitions of peace as a collective identity and constructivist process, metaphors for peace as informing pedagogy, and efforts to challenge taboos through a social justice lens.

In light of recent efforts by the UN to more firmly embed SSC and TrC in all its institutions, this paper examines the challenges that lie ahead by first tracing the emergence of the terms SSC and TrC on a discursive level in the UN system. Second, it reflects theoretically on the concepts of solidarity and development to show that voices from the Global South are suggesting alternative understandings that may do more justice to the poor and disadvantaged. Third, it explores what can be learned from various interlinked health crises and the recent COVID-19 pandemic regarding the flaws of SSC and TrC. Fourth, it sketches a way forward by looking at ways in  which a more human rights based democratization of global health can be achieved.

In this article, the limits and possibilities of Korean unification education is critically examined and compared with the peace process on the Korean Peninsula for overcoming division from the perspective of peace education. For the purpose of becoming a single unified Korea, the direction of unification education has been presented within a hostile frame to cultivate attitudes and values for its own sake. Peace education in a divided society refers to a collective effort to transform the situation of hostile division into peaceful coexistence and rapprochement. In this context, unification education for overcoming the division of the Korean Peninsula should be established as the subject of critical peace education according to the global standards of sustainable development Goal 4.7.