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At the beginning of the 21st century, the EU is facing deep
political, social, and economic changes. The benefit of
supranational organization is no longer obvious to European
citizens and questions of legitimacy have accompanied the EU's
development over the last decades. Regions - albeit often deemed
"obsolete" - present themselves as stable and reliable partners in
this turbulent environment: in being important objects of
identification to their citizens, but also relevant political and
legal entities in the EU's multilevel governance system. This
edited volume asks about the role of regions and regional identity
in a European Union that is perhaps struggling more than ever about
its future.
In a country or community fractured by war and mass violence, who
is to determine "justice" and how it should be achieved? Truth
commissions, international courts, and financial restitution are
some of the various solutions that have been used in recent years.
However, these broad efforts at transitional justice may themselves
backfire, and sometimes lead to further injustice. Given its own
limitations and battered by political pressure from all sides,
transitional justice is an imperfect solution. Yet as Pierre Hazan
contends in his new book, it constitutes our best hope for
liberation from a cycle of violence begetting vengeance and more
violence.
"Judging War, Judging History" takes a hard look at the growing use
and influence of truth and reconciliation commissions and the
increasing importance of transitional justice in contemporary
conflict resolution. From the Nuremberg Trials to current-day
conflicts in South Africa, Morocco, and Uganda, Pierre Hazan
reveals the extent to which the approaches intended to commemorate
events and mend societies after acts of war and violence ultimately
intensify the huge task of dealing with victims' claims for
recognition. This compelling book uncovers the tensions created by
these new reconciliation policies and shows how changing ideas
about and approaches to justice influence not only our
understanding of the past, but also our contemporary social and
political choices.
In a country or community fractured by war and mass violence, who
is to determine "justice" and how it should be achieved? Truth
commissions, international courts, and financial restitution are
some of the various solutions that have been used in recent years.
However, these broad efforts at transitional justice may themselves
backfire, and sometimes lead to further injustice. Given its own
limitations and battered by political pressure from all sides,
transitional justice is an imperfect solution. Yet as Pierre Hazan
contends in his new book, it constitutes our best hope for
liberation from a cycle of violence begetting vengeance and more
violence.
"Judging War, Judging History" takes a hard look at the growing use
and influence of truth and reconciliation commissions and the
increasing importance of transitional justice in contemporary
conflict resolution. From the Nuremberg Trials to current-day
conflicts in South Africa, Morocco, and Uganda, Pierre Hazan
reveals the extent to which the approaches intended to commemorate
events and mend societies after acts of war and violence ultimately
intensify the huge task of dealing with victims' claims for
recognition. This compelling book uncovers the tensions created by
these new reconciliation policies and shows how changing ideas
about and approaches to justice influence not only our
understanding of the past, but also our contemporary social and
political choices.
Sarah Meyer untersucht, wie die Bildungsplane fur die
Kindertagesbetreuung in Deutschland soziale Differenz thematisieren
und mit padagogischer Bedeutung ausstatten. Dabei werden
Bildungsplane als Dokumente bildungspolitischer Kommunikation und
"Schauplatz" bildungsbezogener Reformbestrebungen verstanden.
Anhand einer qualitativ-rekonstruktiven Dokumentenanalyse mit
integrierter Argumentations-, Agency- und Bildanalyse wird
aufgezeigt, wie fachliche Wissensangebote mit bildungspolitischen
Ziel- und Idealvorstellungen verstrickt sind. Damit leistet die
Autorin einen kritischen Beitrag zum fruhpadagogischen
Differenzdiskurs an der Schnittstelle zwischen Wissenschaft,
padagogischer Praxis und Bildungspolitik.
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