“…These realizations have resulted in the (re)surfacing and exploration of new or less visible areas of interest, reflecting the shifting priorities and demands. For example, the once moderate affective turn (Benesch, 2017; Pavlenko, 2013; White, 2018) has gained momentum, favoring areas of inquiry that had remained on the periphery until recently, such as well‐being (Mercer & Gregersen, 2020), social–emotional learning (SEL; Pentón Herrera, 2020; Pentón Herrera & Martínez‐Alba, 2021), trauma‐informed practices (Medley, 2012; Montero & Al Zouhouri, 2022), and critical identity construction and development (Lindahl & Yazan, 2019; Yazan et al, 2023), to name a few. Similarly, scholars have begun to pay attention to the effects global policies and rhetoric have on language teaching around the world (Pontier & Deroo, 2023) in general, and how to integrate peace and restoration (henceforth, peacebuilding) as part of the global language teaching curricula, in particular.…”