Browsing by Author "Julia Paulson"

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    Education at the intersection of environmental, epistemic and transitional justices An initial scoping review
    (JustEd: Education as and for environmental, epistemic and transitional justice, 2021) izzi O. Milligan; Patricia Ajok; María Balarin; Silvia Espinal; Mrigendra Karki; Daniel Komakech; Gwadabe Kurawa; Carlos Monge; Expedito Nuwategeka; Mohan Paudel; Julia Paulson; Srijana Ranabhat; Paola Sarmiento; Robin Shields; Ashik Singh; Ganesh Bahadur Singh; Rachel Wilder
    This paper is the final of four theoretical background papers for JustEd – a research project that aims to understand how secondary school learners' knowledge and experiences of environmental, epistemic and transitional justice, in and out of school, relate to learners’ intended actions with respect to SDG 13 (climate action) and SDG 16 (peace) in Nepal, Peru and Uganda. This paper starts to identify the links between these justices in education and points to the ways that they can be complementary to, and enriching of, social justice perspectives. Through exploring the links across the three justices, we suggest that there are two key relationships between education and these multiple justices. The first is education as a means to achieve different forms of justice in the ways that education can lead to justice, for example, how access to schooling is considered a distribution of resources, or how learning about past conflict could enable positive peace. The second is education as an (un)just space in the ways that teaching/learning processes and social practices in classrooms, schools and in the wider environment reflect and embody different forms of justice.
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    Exploring transitional justice in educational research Background paper
    (University of Bath (UK), www.bath.ac.uk/projects/justed/, 2021-07) Julia Paulson; Silvia Espinal Mrigendra; Komakech Daniel; Gwadabe KurawaSrijana Ranabhat
    This paper provides an overview of the development of transitional justice as a field of practice and area of scholarly research before exploring the relationships between education and transitional justice. It has been drafted by members of the JustED team to provide background into one of the types of justice – transitional justice – that the project focuses on. In developing this overview, the paper outlines key elements of the approach that the JustED will take to understanding and engaging with transitional justice, including by arguing for a focus on transformative, reparative transitional justice that includes material, symbolic and pedagogical actions to redress the wrongs of the past, including those linked to colonial, imperial and capitalist oppression and extraction. The second half of the paper introduces the historical and contemporary context for transitional justice in the focus countries of JustEd – Nepal, Uganda and Peru. We show how the transitional justice has developed in each country, to differing degrees, and suggest some of the ways that JustED will particularly focus attention on aspects of transitional justice in education and from young people’s perspectives.