This chapter examines the intersections of education, conflict, social justice, and leadership through critical theory and the lived experiences of those affected by armed violence in Africa. Grounded in insights from two dialogic conversations held by Africa Voices Dialogue, it amplifies the voices of learners, educators, and advocates who navigate the disruptions, challenges, and injustices within conflict-affected education. Rather than merely documenting these struggles, the chapter engages in a critical analysis and evaluation of the role of education in both perpetuating and disrupting cycles of violence, as well as mitigating/accentuating social injustice. The analysis is grounded in the work of critical thinkers such as Arendt, Dewey, Fanon, Freire, and Galtung. African-based narratives and grassroots testimonies serve as a foundation for approaching the intricate realities of education in conflict and cocreating local-based solutions, emphasizing the transformative potential of education as a tool for resilience and liberation. Informal leaders, students, teachers, and community advocates emerge as agents of change, using education to sustain hope and rebuild fractured societies. This chapter calls for a radical shift in praxis, moving beyond passive acknowledgment of injustice to an active commitment to dialogue, agency, and collective action. By centering education as a site of resistance and reconstruction, it challenges policymakers, educators, and scholars to engage in participatory, context-driven strategies that empower communities to shape their own educational futures. Sustainable peace and transformation are possible only when those most affected are recognized as cocreators of change.