Transitional Justice and the Politics of Education in Guatemala and Peru

Dr. Ernst Jakob Kirchheimer

doi:10.5771/9783748915935

Summary

Truth commissions have increasingly pointed out the importance of schools for conflict transformation and social memory. However, the politics of education remains a rather marginal topic for peace and conflict studies. This comparative study investigates how social inequality, armed conflicts and transitional justice interventions affect education reforms, educational discourses, and the goals and limits of pedagogic agency in Guatemala and Peru.

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Bibliographic data

Copyright year: 2024
ISBN-Print: 978-3-7560-0845-2
ISBN-Online: 978-3-7489-1593-5
Publisher: Nomos, Baden-Baden
Series: Studien zu Lateinamerika
Volume: 47
Language: English
Pages: 438
Product type: Book Titles

Titelei/Inhaltsverzeichnis No access Pages 1 - 14
1. 1.1) Connecting Education and Transitional Justice No access
2. 1.2) Transitions, Transitional Justice, and Education Reforms in Guatemala and Peru No access
1. 1. 2.1.1) Memory and Politics of Memory as a Research Perspective No access
  2. 2.1.2) Truth, History, School-History, and the Management of the Past No access
2. 1. 2.2.1) Reproduction No access
  2. 2.2.2) Education and Cultural Political Economy No access
  3. 1. Redistribution No access
    2. Recognition No access
    3. Representation No access
    4. Reconciliation No access
  4. 2.2.4) Summary No access
3. 1. 2.3.1) Research Questions and the Case for a Comparative Case Study No access
  2. 2.3.2) Methods, Data Collection and Analysis No access
  3. 3.2.3) Ethical Considerations No access
1. 1. 3.1.1) Armed Conflict and Memory Conflict No access
  2. 3.1.2) The Conflict - Education Nexus No access
  3. 3.1.3) Education Reform and Peace Process No access
  4. 3.1.4) The National Curriculum No access
  5. 3.1.5) Actors and Agency in the Politics of History Education No access
2. 1. 3.2.1) Armed Conflict and Memory Conflict No access
  2. 3.2.2) The Conflict – Education Nexus No access
  3. 1. Education Reform in the CVR No access
    2. The Proyecto Educativo Nacional No access
  4. 3.2.4) The National Curriculum No access
  5. 3.2.5) Actors and Agency in the Politics of History Education No access
3. 3.3) Conflict and Memory Conflict in the Politics of Education No access
1. 1. 4.1.1) Textbook Production in Guatemala No access
  2. 4.1.2) Forensic Truth and Truth-Telling No access
  3. 4.1.3) Causes of Armed Violence and Agency in the Conflict No access
  4. 4.1.4) Reconciliation and Peace No access
2. 1. 4.2.1) Textbook Production in Peru No access
  2. 4.2.2) Forensic Truth and Truth-Telling No access
  3. 4.2.3) Structural Causes of Violence and Agency in the Conflict No access
  4. 4.2.4) Reconciliation and Peace No access
3. 1. 4.3.1) Usable Pasts, Inequality, and the Authoritarian Promise No access
  2. 4.3.2) Boredom as a Political Message No access
1. 1. 5.1.1) The Western Highlands and the Ixil Territory No access
  2. 5.1.2) Guatemala City No access
  3. 5.1.3) Ayacucho No access
  4. 5.1.4) Lima No access
2. 1. 5.2.1) State Control, Curriculum, and Teachers’ Agency No access
  2. 5.2.2) Teachers, Textbooks, and Official Truth(s) No access
  3. 5.2.3) Social Context and the (Re)production of Memory No access
3. 1. 5.3.1) Curriculum, State Control, and Teachers’ Agency No access
  2. 5.3.2) Textbooks and Official Truth(s) No access
  3. 5.3.3) Social Context and the (Re)production of Memory No access
4. 5.4) Institutional Structure, Social Inequality, and Pedagogic Agency No access
1. 6.1) The Church of the State? No access
2. 6.2) Dealing with the Past through Education Reform? No access
1. Annex 1) Acronyms No access
2. Annex 2) Statistical Data No access
3. Annex 3) Register of Expert Interviews No access
School-Textbooks Referenced in the Research No access Pages 407 - 408
Bibliography No access Pages 409 - 438

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