History Education for Transitional Justice? Challenges, Limitations and Possibilities for Settler Colonial Australia
Bibliographic Data
| ID | 12915083 |
|---|---|
| Authors | Matthew R Keynes (0000-0002-9687-8306, Umeå University, corresponding author) |
| Year | 2018 |
| Volume | 13 |
| Issue | 1 |
| Pages | 113-133 |
| Publication date | 2018-10-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Transitional Justice (JOURNAL) |
| Journal identifiers | ISSN: 1752-7716 • E-ISSN: 1752-7724 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/ijtj/ijy026 |
| OpenAlex | W2900502245 |
| Language | EN |
| Citations received | 19 |
∞ In recent times, a conception of history education as facilitating truth, remembrance and critical thinking has been positioned as useful for transitional justice in divided societies, but this analysis has not been extended to settler states which are also characterized by prolonged division and state-administered violence. To explore this, the article draws on examples from Australia where scholars have been extending the framework of transitional justice in order to better address the structural nature of injustice in settler states. By investigating the uses of temporality and historicization in history education, it concludes that while disciplinary models might contribute to the popular theses of transitional justice by encouraging students to emulate the skills of the historian, these models would likely work to strengthen rather than challenge the legitimacy of the Australian settler state. Therefore, any attempts to align history education with reconciliation in Australia will require a rethinking of current disciplinary models
Colonialism · Criminology · Discipline · Economic Justice · Environmental ethics · Epistemology · Injustice · Legitimacy · Political science · Politics · Social science · Sociology · State (computer science · Temporality · Transitional justice · Educator Training and Historical Pedagogy · Indigenous Health, Education, and Rights · Oral History, Memory, Narrative Analysis · Law
Teachers and the Epistemology of History
Fragmented memories and educational silences
Curriculum reform in a culture of redress
Transitional Justice Mechanisms, Collective Memory, and Teacher Narratives
Historical Justice and History Education
Conflictos armados y su tratamiento en educación. Análisis de la producción científica de los últimos 25 años en la Web of Science
The Right to Truth
Colonial anxiety and the virtuous work of the Humanities and Social Sciences
Reconciling Complexities of Time in Criminal Justice and Transitional Justice
History, education, and transitional justice in Bougainville and Solomon Islands
The problem of teleological history education and the possibilities of a multispecies, multiscalar, and non-continuous history
The Environmental Impacts of the Russia–Ukraine War
Deimperialising Asia-related history
Engaging transitional justice in Australian history curriculum
Time, source, and responsibility
The Truth Will Set You Free? The Promises and Pitfalls of Truth‐Telling for Indigenous Emancipation
Authentic or performative? Social licence to operate in settler colonial contexts – Rio Tinto, the Puutu Kunti Kurrama and Pinikura peoples and the destruction of the Juukan Gorge rock shelters
Who wants a reparative future? Social mobility beliefs, and young South African’s narrative positioning within the historic moral community
Reparations
| Unique citing works | 19 |
|---|---|
| Citations per year | 3,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |