Reparative Pedagogies

Memory and Education After Atrocities and Conflict
1. Auflage 2026
ISBN: 978-1-5292-5009-1
Verlag: Bristol University Press

Buch, Englisch, 272 Seiten, Format (B × H): 156 mm x 234 mm

Reihe: Bristol Studies in Comparative and International Education

Available open access digitally under CC-BY-NC-ND licence.

How can education about histories of conflict and atrocities repair harm and division whilst avoiding the pitfalls of universal, decontextualised approaches?

Presenting illuminating research from the Education, Justice and Memory Network across ten countries, this vital collection identifies layers of injustice in post-conflict societies and shows how creative pedagogical approaches can redress past harm. Contributors examine the complex interplay between memory, justice and education, revealing how reparative pedagogies can tackle colonial legacies and ongoing inequalities.

The book is an essential resource for educators, heritage practitioners, policy makers and researchers working on transitional justice, peace education and educational responses to conflict.

Autoren/Hrsg.

Manning, Peter

Acosta Hankin, Laura

Keo, Duong

Moles, Kate

Nelson, Abiti

Paulson, Julia

Pennell, Catriona

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Friedens- und Konfliktforschung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Entwicklungsstudien

Inhaltsverzeichnis

Introduction: Education, Justice, and Memory – Peter Manning, Laura Acosta Hankin, Keo Duong, Kate Moles, Abiti Nelson, Julia Paulson and Catriona Pennell

Part I: Memory and Education

Section Commentary – Catriona Pennell

1. Territories of Memory and the Intimate Cartographies of the Community: Affect, Bodies, and Subjectivities – Mónica Szurmuk, Mariela Peller, Noelia Lynch and Lucas Saporosi

2. Trauma Aesthetics As Reparative Pedagogy in the Music, Dance, and Drama of Abia Artistic Community – Okaka Opio Dokotum, Wilfred Okello and Anamu Modester Okuny

3. Graphics To Decolonize Memory, Creative Pedagogies Within the Street, the Village, and Academia: Decentralizing Graphics, Narrating Memory and ‘Weaving’ Bridges Between the Countryside and the City – Ana Maria Villa Navas and Natalia Amaya

4. Re-Rooting by Weaving: Lessons From the Project ’Weaving Resistance From Mountain to Mountain – Melvis Ariza, Fredy Alonso Maldonado, Nancy Mendoza and Diana Valencia-Duarte

5. Warriors of the Past and Present: Accompong Maroon Heritage Education As Continued Resistance in Post-Colonial Jamaica – Catriona Pennell, Suckrea Genas, Shanieka Gregory, Demoney Lennon, and Kenrick Wallace

Part II: Justice and Education

Section Commentary – Kate Moles

6. Childhood and “U Yich Lu’um” (Fruit of the Earth) for Building “Tooj Óolal” (Good Living) From Community Learning – Albert Chan Dzul, Sara Oliveros López and Yamili Chan Dzul

7. Teaching Conflict History From Multiple Perspectives in Settings of Ongoing Conflict: The Reconciliatory and Reparative Impact of ‘Uprooted’ Teaching Materials on Secondary School Students in Bukavu, Drc – Line Kuppens, Justin Sheria Nfundiko and Emmanuel Akonkwa Nfizi

8. K’anchariy: Fostering Culturally Relevant Educational Curriculum for Quechua Youth –collectively written by Mosqoy team members and students

9. Addressing Collective Trauma: Some Reflections on the Psychology of Reparative Pedagogies – Raul Valdivia-Murgueytio

Part III: Reparative Pedagogies and Practice

Section Commentary – Peter Manning

10. Violence of Omission: Power With and Against Indigenous Pakistani Gender Diversity in Pedagogy and Advocacy – Rameen Iftikhar and Ramsha Fatima

11. Embodied and Textured Experiences: Materializing Memories – Beatriz Elena Arias López, Camila Londono Roman and Laura Coral Velasquez

12. Hashiya: Creative Pedagogies in Postcolonial Pakistan – Shaza Farooq and Essam Fahim

13. The Introduction of a Multi-Media Application Into Public School Teaching Approaches on the History of “Democratic Kampuchea” – Duong Keo and Pete Manning

14. Cargo Classroom: Teaching African and African Diaspora Histories – David Rawlings and Lawrence Hoo

Afterword – Hope Is a Weight To Be Carried – Arathi Sriprakash

Über Autor(innen)

Paulson, Julia
Julia Paulson is Associate Professor in Education, Peace and Conflict at the University of Bristol, UK, where she is also Co-Director of the Centre for Comparative and International Research in Education.

Pete Manning is Senior Lecturer in Sociology in the Department of Social and Policy Studies at the University of Bath, UK.

Laura Acosta Hankin is Director of the peacebuilding organisation Rodeemos el Diálogo (ReD) and a Postdoctoral Professional Affiliate at the University of Saskatchewan, Canada.

Dung Keo is a Lecturer in History at the Royal University of Phnom Penh, Cambodia.

Kate Moles is Reader in Sociology in the School of Social Sciences at Cardiff University, UK.

Nelson Abiti is Curator for Ethnography at the Uganda National Museum.

Julia Paulson is Dean and Professor in the College of Education at the University of Saskatchewan, Canada.

Catriona Pennell is Professor of Modern History and Memory Studies in the Department of Humanities and Social Sciences, Cornwall at the University of Exeter, UK.