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This article is based on a year-long ethnographic research project on religious education (RE) in Greek–Cypriot schools and provides empirical evidence about the complexities emerging from teachers’ attempts to address peace and security issues in a ‘conflict-affected society’. The study shows that the reproduction of peace and security issues through RE is not the only possibility within a conflict-affected society; however, RE can be one of the tools to challenge normative ways of politicisation and securitisation by reframing pedagogical practices to instill cracks in the normative regime. These findings have two important implications. The first implication concerns teachers’ important role in creating the pedagogical conditions that address issues of peace, conflict, politics and religion in productive ways; and the second implication is that teachers need to be provided with opportunities for teacher training and institutional support, if they are going to gain a deeper understanding of the impact of politicisation and securitisation on RE.

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