Justice-Sensitive Education: The Implications of Transitional Justice Mechanisms for Teaching and Learning

Autor/in	Davies, Lynn
Titel	Justice-Sensitive Education: The Implications of Transitional Justice Mechanisms for Teaching and Learning
Quelle	In: Comparative Education, 53 (2017) 3, S.333-350 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1317999
Schlagwörter	Teaching Methods; Learning Processes; Justice; Educational Change; Curriculum Development; Case Studies; Organizational Culture; Barriers; Educational History; Critical Thinking; Futures (of Society); Equal Education; Civil Rights; Citizenship; Foreign Countries; Conflict Resolution; Ethics; Peace; Violence; Educational Policy; Ethnic Groups; Victims; Sri Lanka + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Gerechtigkeit; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Unternehmenskultur; History of education; Bildungsgeschichte; Kritisches Denken; Future; Society; Zukunft; Bürgerrechte; Grundrechte; Zivilrecht; Staatsbürgerschaft; Ausland; Conflict solving; Konfliktlösung; Konfliktregelung; Ethik; Frieden; Gewalt; Politics of education; Bildungspolitik; Ethnie; Victim; Opfer; Ceylon
Abstract	This article introduces the notion of "justice-sensitive education"--derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and citizenship) and institutional culture (critical thinking and democratic, participatory pedagogy). A case study of Sri Lanka provides fresh illustrations of actual or potential work in these three areas. There appear five challenges to a justice-sensitive education: the wider context of schooling; willingness of educators to confront the past; barriers to introducing the critical thinking required for new norms and values to take root; programming and planning; and difficulties in measuring the impact of TJ measures in education. Yet however imperfect, TJ mechanisms indicate a society that wants to learn from past mistakes and show that some form of justice is possible in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01