RT Article
T1 History education for transitional justice?: Challenges, limitations and possibilities for settler colonial Australia
JF International journal of transitional justice
VO 13
IS 1
SP 113
OP 133
A1 Keynes, Mati
LA English
YR 2019
UL https://krimdok.uni-tuebingen.de/Record/1844128318
AB 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.
K1 HISTORY education
K1 truth telling
K1 Reconciliation
K1 Settler Colonialism
K1 Historicization
K1 Australia
DO 10.1093/ijtj/ijy026