Drawing on ambitions to contest violence in education, this article challenges ideas that student teachers only need to rely on evidence-based theory in their future profession. This is accomplished by analysing and comparing theories of plurality as described in three texts used in courses at one teacher education institution in Sweden. The texts express three different theoretical discourses of approaching social challenges regarding violence, plurality in education, and teacher expectations. Hence, since violence is played out in a variety of ways, the logic of evidence-based research is insufficient when it comes to handling plurality.