The recent publication of the edited volume Transitional Justice and Education: Learning Peace (New York: SSRC, 2016). Together with the report that was published in November 2015 on Education and Transitional Justice: Opportunities and Challenges for Peacebuilding, this book is the final product of a joint ICTJ-UNICEF research carried from 2013-2015.
Periods of conflict and authoritarianism often lead to education institutions in need of reform or rebuilding. However, in settings where education has been used to support repressive policies and human rights violations, or where conflict and abuses have resulted in lost educational opportunities, legacies of injustice may pose significant challenges to effective reform. Peacebuilding and development perspectives, which normally drive the reconstruction agenda, pay little attention to the violent past. Transitional Justice and Education: Learning Peace presents the findings of a collaborative research project of the International Center for Transitional Justice and UNICEF on the relationship between transitional justice and education in peacebuilding contexts. The book examines how transitional justice can shape the reform of education systems by ensuring programs are sensitive to the legacies of the past, how it can facilitate the reintegration of children and youth into society, and how education can engage younger generations in the work of transitional justice.
The seventh volume of the International Center for Transitional Justice’s Advancing Transitional Justice Series.
One of the editors of this book, Clara Ramírez-Barat, is participating in the EUROCLIO-project Dealing With the Past in History Education.
The International Center for Transitional Justice‘s Children and Youth Program, in collaboration with Facing History and Ourselves and Shikaya, has published a an illustrated booklet titled “Learning from our Past”. The booklet is the result of long term project in support of Kenya’s Truth, Justice and Reconciliation Commission. The publication aims to build a platform for young Kenyans to learn about past violence and discuss justice, democracy, and their role as Kenyan citizens. You can find the final version of the document as well as discussion on its contents here.
This week the International Center for Transitional Justice (ICTJ) has launched its latest report of the Research Unit on Education and Transitional Justice: Opportunities and Challenges for Peacebuilding. This report is one of the final products of joint ICTJ-UNICEF research project that aimed at better understanding how the relationship between Education and transitional justice can contribute to peacebuilding.
Starting in March of 2013 and concluding in September of 2015, 20 different authors participated in this project by drafting 14 case studies and 3 thematic papers dealing with issues related to education reform, reparations and outreach/education programs all over the world. Based on this effort, and completed with additional research and an expert meeting held last year, the report seeks to provide ideas for linking education to the development of transitional justice measures, while considering as well some of the main challenges and how they can be dealt with.
Following the online release of the report, ICTJ will then launch the 3 thematic papers, written by Lynn Davies, Cristián Correa,and Elizabeth “Lili” Cole in its website and several op-eds on the topic. Later next year an edited volume on the topic with a selection of the case studies will be published by SSRC.
For more information, you can check today’s feature on the report at ICTJ’s website which includes a podcast discussion about the project goals and findings.
From 21 until 27 June the second international Georg Arnhold Summer School on Education for Sustainable Peace took place in Braunschweig, Germany. The summer school was organized by the Georg Eckert Institute [www.gei.de] in partnership with the International Center for Transitional Justice (ICTJ) on the theme of “Transitional Justice and Education: Engaging Children and Youth in Justice and Peacebuilding through Educational Media, Curricula and Outreach”. EUROCLIO Project Manager Judith Geerling participated in the summer school that brought together 20 participants – combining civil society practitioners and researchers that were coming from all over the world to present their research and work on the theme. She discussed the specific role of history education for sustainable peace and transitional justice processes, and presented the work of EUROCLIO, specifically the History that Connects Programme in the Balkans, and established useful contacts for future cooperation.