This paper examines in depth the influence of identity on the possibilities for integrating various perspectives regarding the internationalization of political science curricula and the pursuit of peace in the postcolonial era—specifically, focusing on Brazil and India. The study aims to explore how national and cultural identities shape political science curricula, as well as the degree to which these curricula foster or hinder intercultural understanding and global citizenship. By investigating the historical and contemporary contexts of both nations, this research seeks to identify challenges and opportunities in integrating diverse perspectives, thus fostering peace through education. However, the complexities involved are significant, because they require a nuanced approach, although some may argue otherwise. Case studies from Brazil and India illustrate how the integration of diverse perspectives can foster intercultural understanding and global citizenship. The paper analyzes the role of language, culture and historical context in shaping political science education in both countries. Although current approaches to internationalization have strengths, they also have weaknesses; this study will propose recommendations for further enhancing the integration of diverse perspectives and promoting peace through political science education. However, this endeavor is complex because it requires a nuanced understanding of various cultural contexts.