In a time of such nationwide polarization and conflict, it is crucial for writing instructors to consider the social and political contexts in which they are teaching. Peace-centered pedagogy uses concepts of peace studies to work towards social justice. In their classrooms, teachers can consider restorative justice, which has roots in Indigenous justice practices, as a guide for course development. By keeping its tenets at the forefront of their consciousness, they can create classroom practices that are more equitable, accessible, and peaceful. With all of this in mind, this research project is composed of multiple parts: first, a review of key concepts in peace-centered pedagogy, then, an interdisciplinary literature review to establish the validity and necessity of adopting this pedagogy. I then provide a rhetorical rationale, which supplements appendices of teaching materials that exhibit peace-centered pedagogy, including major projects, minor assignments, and classroom activities.