We collect and collate practical insights, experiences and approaches relating to the challenges of implementing dealing with the past processes in the world as well as in Germany itself, thereby promoting truly universal learning.
Transitional Justice is a professionalised and internationally accepted policy field. But do its implicit and explicit foundations still hold good? Which of its underlying assumptions, patterns of thinking or practices should be critically reviewed?
Dealing with the past is often subject to passionate political struggles - on the national, as well as on the international level. They can lead to rather supportive or suppressive, truly effective or ineffective frameworks, institutionalised by state-policies and laws. However, below the surface, political struggles are about the access to scare resources, institutions or, more generally, the distribution of power. What political initiatives exist that try to foster inclusive and coherent processes of dealing with the past? Why do they exist and what is their room for manoeuvre?
a. Peacebuilding requires the integration of conflicting narratives. To that end, these narratives must be transformed/made “fit for peace”. How can this be achieved?
b. How can diverse perspectives be made visible in social discourse – or in a museum? What is the connecting element in this diversity? How can relativism and arbitrariness be excluded?
Transitional Justice is value-oriented and aims to help build sustainably peaceful and just societies. What do we know about its real impacts?
Transitional Justice sees itself as genuinely preventive. What can be done to strengthen its prevention capacities?
a. Gender in practice is primarily associated with the integration of women and their perspectives in processes and institutions. Which challenges need to be resolved through practical action?
b. Which other topics that can be addressed through TJ measures lend themselves to consideration through a gender lens?
a. Which opportunities are opened up by the digitalisation of memory? What can be done to minimise risks and avert hazards?
b. How can knowledge and narratives about the past reach the general public?
Those born afterwards bear no direct responsibility. They may choose to ignore history or identify with perpetrators or victims. What can be done to awaken young people’s interest in history and motivate them to engage in building peaceful relations between communities?
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