| Popis: |
This chapter’s review of post-1994 history textbooks and curricula in Rwanda and South Africa compares the impact and implications of distinct types of reconciliation and transitional justice (TJ) policies on parallel post-conflict history education reform and textbook revision processes. In Rwanda, whose TJ process followed unilateral victory and centred on justice and accountability, a model predicated on univocal discourse around historical (in)justice predominates through the application of a pedagogy of truth. A contrasting model presents itself in South Africa’s dialogic, multivocal discourses, arising from a TJ based on truth and forgiveness and emanating from negotiated settlement. The study reflects on the divergent transformative and conciliatory value and potential of these disparate approaches in relation to their mediation of redress and accountability for historical abuses. |
