TRANSITIONAL JUSTICE AND EDUCATION This volume is the seventh in the Advancing Transitional Justice Series, a joint project of the International Center for Transitional Justice and the Social Science Research Council. Other volumes include: Clara Ramírez-Barat, ed., Transitional Justice, Culture, and Society: Beyond Outreach Roger Duthie, ed., Transitional Justice and Displacement Ana Cutter Patel, Pablo de Greiff, and Lars Waldorf, eds., Disarming the Past: Transitional Justice and Ex-combatants Pablo de Greiff and Roger Duthie, eds., Transitional Justice and Development: Making Connections Alexander Mayer-Rieckh and Pablo de Greiff, eds., Justice as Prevention: Vetting Public Employees in Transitional Societies Ruth Rubio-Marín, ed., What Happened to the Women? Gender and Reparations for Human Rights Violations ADVANCING TRANSITIONAL JUSTICE SERIES TRANSITIONAL JUSTICE AND EDUCATION: LEARNING PEACE EDITED BY CLARA RAMÍREZ-BARAT AND ROGER DUTHIE INTERNATIONAL CENTER FOR TRANSITIONAL JUSTICE UNICEF SOCIAL SCIENCE RESEARCH COUNCIL • NEW YORK • 2017 INTERNATIONAL CENTER FOR TRANSITIONAL JUSTICE The International Center for Transitional Justice (ICTJ) assists societies confronting massive human rights abuses to promote accountability, pursue truth, provide reparations, and build trustworthy institutions. Committed to the vindication of victims’ rights and the promotion of gender justice, we provide expert technical advice, policy analysis, and comparative research on transitional justice approaches, including criminal prosecutions, reparations ini- tiatives, truth seeking and memory, and institutional reform. For more information, visit www.ictj.org. UNICEF AND LEARNING FOR PEACE UNICEF is a leading humanitarian and development agency working globally for the rights and well-being of every child. Child rights begin with safe shelter, nutrition, and protection from disaster and conflict, and they traverse the life cycle: prenatal care for healthy births, clean water and sanitation, health care, and education. Learning for Peace is a four-year part- nership between UNICEF, the Government of the Netherlands, the national governments of fourteen participating countries, and other key supporters. It is an innovative, cross-sectoral program focusing on education and peacebuilding. The goal of the program is to strengthen resilience, social cohesion, and human security in conflict-affected contexts, including coun- tries at risk of—or experiencing and recovering from—conflict. For more information, visit learningforpeace.unicef.org. SOCIAL SCIENCE RESEARCH COUNCIL The Social Science Research Council is an independent, international, nonprofit organization founded in 1923. Governed by a board of directors, it fosters innovative research, nurtures new generations of social scientists, deepens how inquiry is practiced within and across disci- plines, and mobilizes necessary knowledge on important public issues. © 2017 Social Science Research Council All rights reserved. No part of this book may be reproduced in any form without written permission from the publisher. The views expressed by the contributors to this volume are their own, and do not necessarily reflect the views of UNICEF or the International Center for Transitional Justice. Published by the Social Science Research Council Printed in the United States of America Series design by Julie Fry Cover and typesetting by Michael Baron Shaw Cover photograph by Roger Lemoyne: Young Afghan Girl Attends a Community UNICEF- Supported School, Nangarhar, Afghanistan, April 24, 2008 Library of Congress Cataloging-in-Publication Data Names: Ramirez-Barat, Clara, editor. | Duthie, Roger, editor. Title: Transitional justice and education : learning peace / edited by Clara Ramirez-Barat and Roger Duthie, International Center for Transitional Justice, United Nations Children’s Fund. Description: New York : Social Science Research Council, 2017. | Series: Advancing transitional justice series ; 7 | Includes bibliographical references. Identifiers: LCCN 2016020130| ISBN 9780911400038 (pbk. : alk. paper) | ISBN 0911400036 (pbk. : alk. paper) Subjects: LCSH: Transitional justice. | Education--Political aspects--Developing countries. | Democracy and education--Developing countries. | Developing countries-- Politics and government. Classification: LCC JC571 .T69934 2017 | DDC 370.11/5091724--dc23 LC record available at https://lccn.loc.gov/2016020130 CONTENTS 11 INTRODUCTION Clara Ramírez-Barat and Roger Duthie PART I: POST-CONFLICT EDUCATION RECONSTRUCTION AND TRANSITIONAL JUSTICE 27 CHAPTER 1 Teaching about the Recent Past and Citizenship Education during Democratic Transitions Ana María Rodino 65 CHAPTER 2 Education Reform through a Transitional Justice Lens: The Ambivalent Transitions of Bosnia and Northern Ireland Karen Murphy 101 CHAPTER 3 History, Memory, and Education: Is It Possible to Consolidate a Culture of Peace in Guatemala? Gustavo Palma Murga PART II: REPARATIONS, REDRESS, AND EDUCATION 131 CHAPTER 4 Education for Overcoming Massive Human Rights Violations Cristián Correa 177 CHAPTER 5 Education as a Form of Reparation in Chile Lorena Escalona González 205 CHAPTER 6 Education as Redress in South Africa: Opening the Doors of Learning to All Teboho Moja PART III: OUTREACH, EDUCATION, AND SUSTAINABILITY 233 CHAPTER 7 Outreach to Children in the Transitional Justice Process of Sierra Leone Zoé Dugal 261 CHAPTER 8 Building a Legacy: The Youth Outreach Program at the ICTY Nerma Jelacic 291 CHAPTER 9 Outreach and Education at the Liberation War Museum in Bangladesh Mofidul Hoque 307 CHAPTER 10 Historical Commissions and Education Outreach: Challenges and Lessons for Transitional Justice Alexander Karn PART IV: CIVIL SOCIETY, EDUCATION, AND TRANSITIONAL JUSTICE 335 CHAPTER 11 Facing the Past—Transforming Our Future: A Professional Development Program for History Teachers in South Africa Dylan Wray 363 CHAPTER 12 Addressing the Recent Past in Schools: Reflections from Côte d’Ivoire Virginie Ladisch and Joanna Rice 387 CHAPTER 13 Grappling with Lebanon’s Enduring Violence: Badna Naaref, an Intergenerational Oral History Project Lynn Maalouf and Christalla Yakinthou 410 CONTRIBUTORS INTRODUCTION Clara Ramírez-Barat and Roger Duthie In the past two decades, researchers, policymakers, and practitioners work- ing in the fields of education, child protection, and peacebuilding have paid increasing attention to the relationship between education and conflict. They have considered this relationship in two directions: first, the impact of con- flict on education, and, second, the ways in which education can both trigger conflict and contribute to establishing peace.1 Most work on education recon- struction after periods of conflict and authoritarianism has primarily adopted a development or peacebuilding perspective; this is understandable, given the clear role education can play in promoting socioeconomic development and preventing a return to armed violence. Often missing from this analysis, however, is a connection to the specific leg- acies of repressive policies and human rights violations in the political and social culture of a country—legacies that are particularly relevant where education has been used to divide and discriminate against people and serve ideological pur- poses, or where conflict has resulted in significant loss of education opportu- nities for children and youth. From this perspective, the contribution education can make to peace depends not only on the physical reconstruction of schools, the reincorporation of young people into the education system, and the promo- tion of universal values of tolerance and social cohesion through school curri- cula, but also on the sensitivity of reforms and programs to the legacies of past injustices in both the education sector and the public culture of a country. Transitional justice, understood as a set of judicial and nonjudicial measures to promote accountability and redress for massive violations of human rights, is increasingly recognized as fundamental to peacebuilding efforts.2 Combined with other sets of policies, and to the extent that it provides recognition to vic- tims of human rights abuses and helps restore civic trust in state institutions and among citizens, the pursuit of transitional justice can strengthen the demo- cratic rule of law and prevent the recurrence of violations.3 In contrast, societies that choose to leave unaddressed past human rights abuses or other forms of severe trauma—as well as their root causes and consequent grievances—risk 11 RAMÍREZ-BARAT AND DUTHIE the sustainability of their efforts of socioeconomic reconstruction and their transition to a more democratic or peaceful future. In addition to being valuable for its own sake and not only for its instrumen- tal benefits, education has at least two important goals in coming to terms with an abusive past. As in any society, it should develop children’s abilities and skills for participating in a country’s productive and sociopolitical realms. But, as Susana Frisancho and Félix Reátegui state, education in a post-conflict society is also “charged with the task of enhancing the capacity of citizens, especially— but not only—adolescents and children, to think critically about the present and the past, so they can foresee and construct a better future.”4 While some in both the fields of education and transitional justice have called attention to the need for a more systematic consideration of the relationship between the two,5 to date neither education reform nor the teaching