Universities have a role to play in supporting peacebuilding in all societies but especially in (post)conflict contexts. Yet such work has rarely been examined. This paper then looks toward the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in (post)conflict contexts. Specifically, the paper examines the work of university educators in two institutions in Afghanistan and Somaliland. Data for the research was collected through qualitative interviews with 12 university educators across the two institutions. Findings indicate a number of challenges and opportunities -- associated with race/ethnicity, gender, and linguistic diversity -- that university lecturers and their institutions face in supporting peace in diverse societies, particularly as relates to the ‘two faces’ of higher education to support or impede peacebuilding processes. The paper ends with a discussion of implications for curriculum, teaching and learning.