Presented at the Georg Arnhold International Summer School, Braunschweig, Germany, 22-27 June 2015
Organized by the Georg Eckert Institute for International Textbook Research (GEI) and the International Centre for Transitional Justice (ICTJ)
Discourses on ‘transitional justice education’, ‘peacebuilding education’, and ‘conflict-sensitive education’ have, to date, paid little attention to lessons learned from Holocaust and genocide education. This paper explores how insights gleaned from research into genocide education intersects productively with the development of transitional justice and peacebuilding education theory and practice. It highlights key moral, political, practical and pedagogical implications of engaging children and youth in transitional justice and peacebuilding through conflict-sensitive education. To do so, the paper draws upon insights gained from research into Holocaust and genocide education in American, British, Israeli and Palestinian schools, and relates these to the findings from recently-conducted interviews with educators and focus groups with secondary school students in Bosnia and Herzegovina. Drawing on these intersections, the papers reflects on the current and potential role of education in Bosnia and Herzegovina’s ongoing post-conflict social reconstruction and peacebuilding.
Organized by the Georg Eckert Institute for International Textbook Research (GEI) and the International Centre for Transitional Justice (ICTJ)
Discourses on ‘transitional justice education’, ‘peacebuilding education’, and ‘conflict-sensitive education’ have, to date, paid little attention to lessons learned from Holocaust and genocide education. This paper explores how insights gleaned from research into genocide education intersects productively with the development of transitional justice and peacebuilding education theory and practice. It highlights key moral, political, practical and pedagogical implications of engaging children and youth in transitional justice and peacebuilding through conflict-sensitive education. To do so, the paper draws upon insights gained from research into Holocaust and genocide education in American, British, Israeli and Palestinian schools, and relates these to the findings from recently-conducted interviews with educators and focus groups with secondary school students in Bosnia and Herzegovina. Drawing on these intersections, the papers reflects on the current and potential role of education in Bosnia and Herzegovina’s ongoing post-conflict social reconstruction and peacebuilding.