Transitional Justice and Education
Engaging Young People in Peacebuilding and Reconciliation
Contributions by Najwa Belkziz Contributions by Denise Bentrovato Contributions by Jasmina Brankovic Contributions by Ruben Bücking Contributions by Sara Clarke-Habibi Contributions by Roger Duthie Contributions by Stefana Fratila Contributions by Daniel Haumschild Contributions by Clara Ramírez-Barat Contributions by Maria Andrea Rocha Contributions by Ties Schelfhout Contributions by Martina Schulze Contributions by Nadia Siddiqui Edited by Clara Ramírez-Barat Edited by Martina Schulze
Paperback (Published)
(July 2018)
ISBN: 9783847108375
6.1 x 9.13 inches
Price: $44.00
In stock
In the aftermath of conflict and mass violence, education has been one of the tools with which societies have sought to achieve positive transformation. While education has the potential to trigger, maintain, and exacerbate conflict, it has also been designed to promote a deeper, more nuanced understanding of the past and to advance reconciliation, peacebuilding, and prevention. The original contributions in the book reflect on lessons learned from education policies of the past in post-conflict societies and seek innovative, sustainable, and context-sensitive grassroots approaches, designed to advocate critical thinking, values of inclusion and tolerance, and ultimately a culture of peace.
This volume addresses the role and importance of education for processes of transitional justice. In the aftermath of conflict and mass violence, education has been one of the tools with which societies have sought to achieve positive transformation. While education has the potential to trigger, maintain and exacerbate conflict, it has also been used to promote a deeper, more nuanced, understanding of the past and to advance reconciliation, peacebuilding and prevention. The original contributions in the book reflect on lessons learned from education policies of the past in post-conflict societies and seek innovative, sustainable and context-sensitive grassroots approaches, designed to advocate critical thinking, values of inclusion and tolerance, and ultimately a culture of peace.
Dr Clara Ramirez-Barat is the Director of the Educational Policies Program of the Auschwitz Institute for Peace and Reconciliation. Previously, she was a Fulbright Postdoctoral Fellow and Senior Research Associate at the International Centre for Transitional Justice. Martina Schulze coordinated the Georg Arnhold Program on Education for Sustainable Peace at the Georg Eckert Institute for International Textbook Research, Braunschweig, from 2013 until 2016. She currently heads the International Office of Hamburg University of Applied Sciences.
- Contributions by Najwa Belkziz
- Contributions by Denise Bentrovato
- Contributions by Jasmina Brankovic
- Contributions by Ruben Bücking
- Contributions by Sara Clarke-Habibi
- Contributions by Roger Duthie
- Contributions by Stefana Fratila
- Contributions by Daniel Haumschild
- Contributions by Clara Ramírez-Barat
- Contributions by Maria Andrea Rocha
- Contributions by Ties Schelfhout
- Contributions by Martina Schulze
- Contributions by Nadia Siddiqui
- Edited by Clara Ramírez-Barat
- Edited by Martina Schulze
Other Titles in this Series
Transnationale Wissenschafts- und Verhandlungskultur
Die Gemeinsame Deutsch-Polnische Schulbuchkommission 1972–1990
Die vielen Gesichter des Holocaust
Museale Repräsentationen zwischen Individualisierung, Universalisierung und Nationalisierung
Oberschlesien und sein kulturelles Erbe
Erinnerungspolitische Befunde, bildungspolitische Impulse und didaktische Innovationen
Enseigner le nazisme et la Shoah. Une étude comparée des manuels scolaires en Europe
Teaching nazism and the Shoah. A comparative study of European school history textbooks
Luther und die Reformation in internationalen Geschichtskulturen
Perspektiven für den Geschichtsunterricht
Emotionen, Geschichte und historisches Lernen
Geschichtsdidaktische und geschichtskulturelle Perspektiven
Zweierlei 1968?
Die Umbruchjahre 1968 und 1989 in deutschen und tschechischen Geschichtsschulbüchern
Myths and Mythical Spaces
Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe
Geschichtsmythen über Hispanoamerika
Entdeckung, Eroberung und Kolonisierung in deutschen und österreichischen Schulbüchern des 21. Jahrhunderts
Diskurse und Praktiken der Schulbuchproduktion in der Bundesrepublik Deutschland und England am Beispiel von Afrikawissen
Das ›Pruzzenland‹ als geteilte Erinnerungsregion
Konstruktion und Repräsentation eines europäischen Geschichtsraums in Deutschland, Polen, Litauen und Russland seit 1900
Zwischen Ökonomie und Ökologie?
Raumstruktureller Wandel, Raumplanung und Nutzungskonflikte in Deutschland und Polen
Integrationsmedium Schulbuch
Anforderungen an Islamischen Religionsunterricht und seine Bildungsmaterialien
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