Lyotard (1988) argued that the major problem of this time may be understood in terms of two issues: the impossibility of avoiding conflicts and the absence of a universal genre of discourse to regulate them. In this article, the authors closely follows Lyotard's ideas to problematize claims about the university of justice. Then, the authors examine the ambivalence of inhabiting various positions of justice through considering the politics of identity in the context of conflict and the efforts for peacebuilding. Finally, the authors explore how ideas about the pragmatics of justice may enable educators to comprehend the affective politics of education and may encourage peace and coexistence practices. (Contains 1 note.)