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Primary school textbooks can provide space for learning about peace and inclusion but can also reinforce messages of inequality and division. This article describes a thematic analysis of South Sudan’s textbooks for pupils in Grade 4 Social Studies, English, and Christian Religious Education. The analysis uses a conceptual framework that positions education as having multiple potential overlapping roles in relation to conflict—victim, accomplice, and transformer—to show that the textbooks’ content contains some motions toward social…