The proposed paper begins with the hypothesis established by Davies (2011) that the link between state fragility and educational system fragility can be interrupted by certain sorts of critical teacher training, capacity development, and making national plans for education. By introducing new educational paradigms in language teacher education and in language teaching through specific focus on creating socially responsible classrooms, by integrating global themes into teaching, and by grounding the language curriculum contents in critical and peace pedagogy principles, the teachers of languages can be encouraged to assume more critical roles in the society to advocate for change, and to contribute to holistic education of the children and youth. This would enable our language learners to cope with numerous challenges in the fragility of deep fragmentations and polarizations which we witness on a global scale in today's world in different settings: the societies still coping with the post-conflict reconstruction, healing, reconciliation and social recovery; the aftermath of the Covid-19 pandemic; the war-caused crisis situations around the globe; the environmental challenges seen in all corners of the world. The pedagogical perspectives of teachers, their perceptions of teaching goals, and their teaching practices and philosophies will greatly be influenced by their personal and professional identities which are shaped by their previous experiences in schooling, as well as by the institutional climate, dominant politics and ideologies, teaching methodologies, and political traditions that are deeply embedded in the approaches and strategies that teachers use in their practice. The main goal of this paper is to better understand how language teachers in Bosnia and Herzegovina use the potential of language in their classrooms and how they operate with specific critical and peace pedagogies to implement social responsibility goals in their language education (teaching for peace and about peace, addressing migration issues, introducing inclusive education practices through language teaching, addressing the environmental crisis, integrating the study of history, literature, and human behaviour with ethical decision making and innovative teaching strategies to promote diversity, equality, justice, etc.), i.e., what are some specific pedagogies used to implement those goals through language and culture teaching?
