This paper argues the importance of not only understanding how "cultural editing" may limit our images and those of our children for creating non-violent futures, but also of the need for quality responses by teachers and teacher educators to such editing. Cultural editing is a term futurists use to describe processes both within formal and non-formal education that are likely to restrict imagination about social alternatives, including alternatives to violence, and to hamper action competence or skills in non-violent democratic participation. Drawing upon new research in schools, a strong case is presented for an explicit futures dimension in the school curriculum and for a re-conceptualization of "literacy" to include more optimal forms such as skills of social imagination and action competence in the non-violent resolution of conflict. A number of working principles are advanced relating to active listening to young people's voices on the future, applied foresight, and empowerment. (Contains 29 references.) (EH)