Introduction, by Clara Ramirez-Barat and Roger DuthiePart I: Post-conflict Education Reconstruction and Transitional Justice 1. Teaching about the Recent Past and Citizenship Education during Democratic Transitions, by Ana Maria Rodino 2. Education Reform through a Transitional Justice Lens: The Ambivalent Transitions of Bosnia and Northern Ireland, by Karen Murphy 3. History, Memory, and Education: Is It Possible to Consolidate a Culture of Peace in Guatemala?, by Gustavo Palma MurgaPart II: Reparations, Redress, and Education 4. Education for Overcoming Massive Human Rights Violations, by Cristian Correa 5. Education as a Form of Reparation in Chile, by Lorena Escalona Gonzalez 6. Access to Education as Redress for Victims in South Africa, by Teboho MojaPart III: Outreach, Education, and Sustainability 7. Outreach to Children in the Transitional Justice Process of Sierra Leone, by Zoe Dugal 8. Building a Legacy: The Youth Outreach Program at the ICTY, by Nerma Jelacic 9. Outreach and Education at the Liberation War Museum in Bangladesh, by Mofidul Hoque 10. Historical Commissions and Education Outreach: Challenges and Lessons for Transitional Justice, by Alexander KarnPart IV: Civil Society, Education, and Transitional Justice 11. Facing the Past-Transforming Our Future: A Professional Development Program for History Teachers in South Africa, by Dylan Wray 12. Addressing the Recent Past in Schools: Reflections from Cote d'Ivoire, by Virginie Ladisch and Joanna Rice 13. Grappling with Lebanon's Enduring Violence: Badna Naaref, an Intergenerational Oral History Project, by Lynn Maalouf and Christalla YakinthouContributors
Clara Ramirez-Barat is the director of the Educational Policies Program at the Auschwitz Institute for Peace and Reconciliation. For the past six years her work has focused on the intersection between transitional justice and the public sphere (media, culture, and education), with a focus on prevention. Roger Duthie is a senior associate in the research unit at ICTJ, where he has managed multiyear research projects examining how transitional justice relates to education, forced displacement, and development. His publications include two previous edited volumes on transitional justice.
This edited volume provides a rich set of case studies from some of the world's most intractable conflicts and makes an important contribution to the literature on education, conflict, and peacebuilding. It provides practical examples of the ways that education can contribute to transitional justice-through reparations and by addressing educational inequalities, by engaging children and young people in nonformal education, and, the most difficult challenge of all, by helping successive generations learn about the violent conflicts that have affected their own societies. Essential reading for education and development practitioners. -- Alan Smith, Alan Smith, UNESCO Chair in Pluralism, Human Rights and Democracy, Ulster University A crucial addition to work on cultural rights, truth, justice, reconciliation, and nonrecurrence, this collection illustrates the vitality of ensuring multivoice narratives, as stressed in my UN special rapporteur reports on history teaching and memorialization processes. Case studies exploring how education policies can mitigate past injustices or set the pattern for further injustices provide invaluable new insights. -- Farida Shaheed, executive director, Shirkat Gah-Women's Resource Centre, Pakistan, and former UN special rapporteur in the field of cultural rights Transitional justice processes seek to promote social healing in the aftermath of armed violence and authoritarian repression. Transitional Justice and Education: Learning Peace shows the decisive role that schools can play in that healing process through the transformation of our values and our moral imagination. This book presents a deep understanding of the connection between education and peace and provides a rich variety of examples that will undoubtedly strengthen our capacity to build peace upon truth, memory, and justice. -- Salomon Lerner Febres, executive president, Institute for Democracy and Human Rights, Pontifical Catholic University of Peru, and former president of the Truth and Reconciliation Commission of Peru
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