Peace education cannot just be an abstraction for me; if I do not attempt to ‘live’ it then I cannot (and should not) teach it. In this chapter, I spend significant time detailing my early years growing up in a socio-economically disadvantaged community (Laventille) in the Caribbean, and my subsequent immigration to the USA to study psychology, eventually stumbling upon the field of peace education. The details serve to disrupt the subtly implied linearity within the question “how did I become a peace educator?” Laventille itself, a teeming microcosm of disruption, creativity and violence, was my first educator; it sensitized me to inequality and injustice, but also fomented in me the capacity to strive and struggle with dignity. My decolonial teaching and research within peace education reflect my socio-cultural inheritances derived from Laventille (and the wider Caribbean). I therefore know no other way to be a revolutionary peace educator other than merging decolonial activism with critical education, research, and practice.