Education and Transitional Justice: <i>Como, Para, Sobre</i>

ABSTRACT Education systems play an important role in social transformation and in promoting transitional justice initiatives. While most studies on transitional justice focus on the legal or political aspects of transition, fewer studies focus on social aspects, and particularly the role of education. We examine pedagogical approaches to transitional justice and how this concept enters school spaces. Through a mixed methods study with students, teachers and school staff in 12 secondary schools in Colombia, we examine how local actors engage with ideas about transitional justice. We propose the CPS (como [as a modality], para [for the purpose of], sobre [about]) framework, which seeks to understand the nuanced and complex relationship between education and transitional justice. We find that although students and educators may not always be familiar with the language around transitional justice, many of the actions, pedagogy and activities already ongoing are in line with transitional justice goals and values.