Abstract:
Sri Lanka presents an interesting and complex landscape for peace education, rooted in its rich
tapestry of languages, religions, and ethnic identities. This study examines how literature in poems,
drama, novels, and prose can function as a pedagogical resource for peacebuilding among
pre-service teachers at Jaffna National College of Education. Drawing on peace education, Social
and Emotional Learning, critical literacy, narratology, and drama theory, the study explores how
literature-based pedagogy fosters empathy, critical reflection, nonviolent communication, and
inclusive classroom practice. A qualitative narrative inquiry supported by mixed-methods procedures
was conducted over approximately twelve weeks with Bachelor of Education pre-service
teachers from different linguistic and cultural backgrounds. Findings indicate that literaturebased
activities enhanced perspective-taking, peaceful communication, classroom community,
critical literacy engagement, and pedagogical confidence. The study argues that multilingual
and culturally responsive literary education provides a locally grounded and ethically transformative
pathway for preparing future teachers as agents of reconciliation, social justice, and durable
peace.
