The consequences of subalterity through geopolitical displacement – whether through forced migration, exile, internal displacement, or sanctions imposed by wars and conflict – become evident in the urban struggles and resistance of everyday life (Basu, 2019, p. 168). Local institutional agents such as schools often play a significant role in assuaging the experience of traumatic violence through the politics of care and community governing practices. Drawing on the geopolitics of education for peace this paper explores the role of various urban educational initiatives in countering the violence of ongoing imperialist policies (i.e. sanctions in Havana) and post colonial legacies (i.e. bordering in Kolkata). The role of urban education as ‘praxis’ whether through the emotional geographies of ‘political consciousness and revolution’ or materialist tenants of ‘protection, belonging and nourishment’ each play a critical role in building a spatial embeddedness towards a culture of peace.