We believe there are three crises facing peacebuilding education today. The first is the nationalism present in many peace education programs. The second is the continuing cultural imposition of Western ideology and colonialism through peace education efforts. The third is the dominant reliance on rational forms of learning often inconsistent with the transformative and inclusive purposes of peace education. At the core of these three crises is a question about the role of the peace scholar in either disrupting or perpetuating these norms. In this paper, we will first outline the tenets of the problems. We will then offer some reflections on research that illustrate the challenges in practice. Finally, we present some pedagogic responses for teaching peace (and challenging war) in the 21st century that we believe could overcome some of these challenges for peacebuilding education.