Unlimited plurilingual education could be a policy for peace. The book has 13 chapters that span numerous countries and cultures—a fascinating in-depth look at China, Timor-Leste, Japan, Spain, France, U.S., and Brazil; in addition to three theoretical chapters. This critical and fascinating book explicates institutionalized violence, yet tells a story of achieving peace through language education policy, citing examples from numerous countries, situations, and policy frameworks; merging the field of language education policy into international peace education. The characters featured in this narrative of experience demonstrate concepts and qualities from the macro- to the micro-level: governments, states and armies; English as a so-called Global Lingua Franca; policies; curriculum; then the voices of speakers such as Indigenous people, those without access to English (and other dominant languages), and immigrants; actors such as policymakers, program developers, and teachers—often unprepared, untrained to resolve conflicts, products of their societies. Finally the reader may find the more abstract—thriving languages and the endangered languages and knowledge systems—especially indigenous and non-western, non-dominant languages perhaps without a standardized corpus and teaching materials for young people to learn them. With a strong conceptual and theoretical base in critical systems theory and peace education, beginning and ending in Asia and concluding in indigenous models of education, project-based peace pedagogy, and plurilingualism as language education policy as the necessary ingredient for PEACE—the book provides an invaluable and transdisciplinary resource for teacher educators, policymakers, multicultural education, linguists, advocates of social justice, and anthropologists.