ABSTRACT
Peace education denominates a speci c form of peace work in both the formal and the informal sector of education. At the same time, it is the scholarly research of this practice. Whereas peace education practice today is a common though sometimes contested part of political and educational life, peace education as a scholarly discipline is still far from being acknowledged and established. Despite the theoretical and practical achievements of peace educators, peace education is accepted only as a topic of education, not as a discipline inside the educational sciences. Is this justi ed or simply a question of academic power relationships? Which are the relations between academic peace education and the educational sciences as a whole? Or which is the speci c role of peace education in the context of peace research?
