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.

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.

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.