Increasingly, the effects of war--threat towards health, socio-economic stability, and social trust--are felt on the streets of cities and towns in conflict zones. Teachers in two locations, one a conflict zone, one post conflict, talk about the ways they respond to violent conflict in their community. Sderot, Israel, sits two kilometers from Gaza. Over ten months in 2009, it endured the rain of 10,000 missiles. Belfast, Northern Ireland, is fourteen years into a post-conflict era, yet sectarian violence and--more recently--violence towards immigrants has emerged along with other side effects of transition from conflict to peace. In 2009, teachers a school in each location spoke about the ways they teach mandated curriculum, design activities to address events in the community, and care for students. While their contexts are different, their practices bore strong similarities: the casting back over their own background to explain pedagogical decisions, tweaking curriculum to integrate students' experiences, and exhibiting care for their students that extends beyond the classroom. This study investigates the ways the teachers in Sderot, Israel, and Belfast, Northern Ireland, discuss their work. We find that they enact a pedagogy that is not only contextually relevant, but also builds social networks and trust. The dissertation not only considers the pedagogy described by the teachers, but also the ways that violence--whether it takes place in a conflict zone or a post-conflict zone--affects teachers' work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]