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Truth commissions and national curricula: The case of recordandonos in Peru.

Paulson, Julia
June 4, 2015

Source: (2010) In, Sharanjeet Parmar, et. al, eds., Children and transitional justice: Truth-telling, accountability and reconciliation. United Nations Children’s Fund (UNICEF) and the Human Rights Program at Harvard Law School. pp. 327-364.

Within this important but to date underdeveloped area, the
greatest focus is on opportunities for transitional justice to
transform curriculum initiatives and educational content. In
addition to the specific recommendations calling for broader
educational reform, many truth and reconciliation commissions
(TRCs) are recommending curriculum revision and increased
attention to peace and human rights education. The Peruvian case
offers what is arguably one of the most comprehensive efforts to
incorporate the results of a transitional justice initiative into the
national curriculum. An exploration of the effort in Peru offers both
practical lessons for improving similar initiatives elsewhere and
additional conceptual insights into the challenges of teaching about
conflict and the politics behind national curriculum reform. (excerpt)


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