This contribution explores critical VE (CVE), i.e. VE through the social justice and inclusion lens, as a conduit for critical Global Citizenship Education (GCE) as instantiated through Education for Peace. CVE has been framed as VE guided by equity, diversity, inclusion and access (EDIA) principles (Hauck, 2020, 2023, in press; Klimanova & Hellmich, 2021). We suggest that this makes it an educational intervention for implementing pedagogies of peace which aim at “more cooperative coexistence across the planet by amplifying practices of compassion, tolerance, restorative justice, and global citizenship” (Kukulska-Hulme et al., 2024). CVE has already been put forward as an ideal means to foster critical intercultural and global awareness (Reljanovic Glimäng, 2022), i.e. GCE as promoted by scholars like Andreotti (2006) who want us to challenge hegemonic discourses and the perpetuation in education of colonial ideologies and encourage us “to think otherwise” (Andreotti, 2006). Thus, as we have argued elsewhere (Hauck, 2025), critical VE can also provide the backdrop for critical GCE that is aligned with Andreotti’s (2006; 2014) reasoning. We see Education for Peace as a core component of critical GCE and efforts to decolonise our curricula. We will introduce the main concepts informing this contribution and how they interconnect and will present and discuss  exchange examples including specific exchange tasks to illustrate what our proposed approach looks like in practice, particularly in situations where conflict arises among participants. We will conclude with pointers to future research at the interface of Critical VE and Critical Peace Education.