Despite the crucial transformations that Spain has experienced since Franco’s death, and in contrast with other countries that have democratized in recent decades, considerable reluctance remains toward implementing transitional justice measures. On the contrary, there is a tendency to hold on to a framework that combines the Amnesty Law of 1977 with partial reparations as the best guarantors of democratic stability. According to extant literature, generational change has played a fundamental role in the direction taken by recent initiatives dealing with the memory of Francoist repression, particularly since 2000. A small but very active part of the “grandchildren’s generation” has driven various initiatives that have influenced political and judicial agendas. We provide empirical evidence showing that while, in general terms, it would be true to say that third and fourth generations have been more supportive of the implementation of bolder memory policies, their contribution must nevertheless be subjected to careful nuancing.

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Howthe past is remembered, forgotten,orsilenced is ahighly contentious issue especiallyinthe classroom. Educational media and textbook content, as the main tools teachers havetodevelop their classes, speak loudly of how asocietychooses to deal with its past andits willingness to strengthen its democracy by breaking with itspast of human rights violations.

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Reparations for human rights violations in the form of rehabilitation can include social services such as education. This can be a particularly appropriate form of reparation for victims who have experienced abuses that result in missed education as a lost opportunity. Reparations can be rehabilitative by directly responding to harms suffered by victims and their ensuing needs, thereby helping to reintegrate those victims into society and restoring to them a functional life. Education can be provided through an administrative program or policy as individual reparations, such as scholarships to victims, as collective reparations, such as the rebuilding of schools in communities hard hit by abuses, and as symbolic reparations, such as naming schools. Court decisions awarding education as a form of reparation have also contributed significantly to our understanding of education as rehabilitation. This article examines the contributions that education as rehabilitation can make to redress as well as the implementation challenges faced by initiatives that have attempted to do so.