Transitional Justice and the Reform of History Education
Transitional Justice and the Reform of History Education
复制标题
转型正义与历史教育改革
DOI：
10.1093/ijtj/ijm003
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发表时间：
2007
影响因子：
1.6
通讯作者：
E. Cole
中科院分区：
文献类型：
--
作者：
E. Cole
历史教育在哪里适合过渡时期司法，它如何有助于实现过渡时期司法的目标？当代对过渡时期司法的理解已经扩大到不仅仅包括起诉、赔偿、防止有罪不罚和建设法治。过渡时期司法的目标现已扩展到讲真话、恢复受害者的尊严和记忆、建设和平、建立对人权和民主的尊重以及和解。实现这些目标的工具现在包括真相委员会和纪念活动。但这份清单直到现在还没有包括作为过渡的一部分，卷入冲突的群体的历史叙述必须如何改变;而教育，虽然在提出“永远不再”的话题时经常被援引，但在过渡时期司法的讨论中基本上没有。过渡时期司法旨在改革的机构既没有考虑到更大的教育系统，也没有考虑到历史教学-教什么和如何教。本文认为，为什么历史教育的事项，什么条件复杂的改革和什么建议可以开始提供历史教育和过渡司法之间的关系。
Where does history education fit into transitional justice and how can it contribute to the goals of transitional justice? The contemporary understanding of transitional justice has broadened to encompass more than just prosecutions, reparations, preventing impunity, and building rule of law. Transitional justice goals now extend to truth telling, restoring the dignity and preserving the memory of victims, building peace, creating respect for human rights and democracy, and to reconciliation. Tools for achieving these goals now include truth commissions and commemorations. But this list has not until now included how the historical narrative of the group(s) involved in conflict must change as a part of transition; and education, while often invoked when the topic of ‘never again’ is raised, has been largely absent from the transitional justice discourse. Neither the larger education system nor the teaching of history – both what is taught and how – has been considered by the institutions transitional justice has aimed to reform. This article considers why history education matters, what conditions complicate its reform and what recommendations can begin to be offered with regard to the relationship between history education and transitional justice.